High variability training has been shown to benefit the learning of new face identities. In two experiments, we investigated whether this is also the case for voice identity learning. In Experiment 1, we contrasted high variability training sets including stimuli extracted from a number of different recording sessions, speaking environments and speaking style with low variability stimulus sets that only included a single speaking style (read speech) extracted from one recording session (see Ritchie & Burton, 2017 for faces). In Experiment 2, variability was manipulated in terms of the number of unique items as opposed to number of unique speaking contexts/styles. Here, we contrasted the high variability training sets used in Experiment 1 with low variability training sets that included the same breadth of contexts/styles, but fewer unique items; instead, individual items were repeated (see Murphy, Ipser, Gaigg & Cook, 2015 for faces). For both studies, listeners were trained on 4 voice identities (2 identities through high variability training and 2 identities through low variability training) and were tested on an old/new recognition task using read sentences. We found no high variability training advantage in Experiment 1 – instead we found a disadvantage. In Experiment 2, we only found weak evidence for a high variability advantage, an effect that can be explained by stimulus-specific effects. Thus, we do not find conclusive evidence that high variability training aids the learning of novel voice identities. We discuss these findings in the context of mechanisms thought to underpin advantages for high variability training.