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In addition to manipulating E\/I using tRNS, we also manipulated the level of learning (learning\/overlearning) that has been shown to influence E\/I. Participants (<jats:italic>n =<\/jats:italic> 102) received either sham stimulation or 20-minute tRNS over the dorsolateral prefrontal cortex (DLPFC) during a mathematical learning task. We showed that tRNS increased E\/I, as reflected by the aperiodic exponent, and that lower E\/I predicted greater benefit from tRNS specifically for the learning task. In contrast to previous magnetic resonance spectroscopy (MRS)-based E\/I studies, we found no effect of the level of learning on E\/I. A further analysis using a different data set suggest that both measures of E\/I (EEG versus MRS) may reflect, at least partly, different biological mechanisms. Our results highlight the role of E\/I as a marker for neurostimulation efficacy and learning. 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