The importance of gender-responsive research in agriculture is now widely accepted, as demonstrated by the call for capacity building targeted at agricultural researchers in the Consultative Group on International Agricultural Research (CGIAR) and at other agricultural research organizations (CGIAR 2013; CGIARIEA 2017). There is a need to clarify the competency profiles of different categories of actors in the gender and agriculture ecosystem, particularly within the CGIAR, in order to inform targeted capacity building efforts. Similarly, the International Maize and Wheat Improvement Center (CIMMYT) issued a call for higher technical assistance to develop and pilot a gender competency framework and modular capacity, which can strengthen the competencies of program staff working on maize and wheat, as well as other staff levels and areas of work (CIMMYT 2014). However, in both cases, the list of competencies was narrow in scope and the focus did not include gender trainers. Despite the recent proliferation of numerous gender training courses in agriculture, it is not clear what competencies trainers require in order to successfully deliver applied gender-responsive agricultural research (GRAR) training. Understanding this can allow to lay out the essential foundations for delivering high quality gender training courses and, ultimately, to support equitable and transformative agricultural research programs and interventions that can contribute to food security and other livelihood outcomes