English is the dominant language in academia, with twice as many non-native speakers as native speakers. Previous studies have shown that if a teacher speaks in a non-native variety that is similar to that of the learn- ers, it positively impacts information processing and retention. Therefore, a pedagogical agent speaking a non-native variety of English could improve the learning outcomes of university students speaking the same non-native variety. In a pre-study in Italy we evaluated our hypothesis that increased per- ceived credibility of an agent speaking non-native English improves the learn- ing outcomes of undergraduates. Contrary to our expectations, preliminary results indicate that the standard American variety of English is perceived as more credible than the Italian variety of English. However, participants learned equally well with both varieties.