An experiment involving 30 sixth graders with learning disabilities in mathematics tested the hypothesis that participation in goal setting enhances achievement outcomes. Ss received subtraction training that included instruction and practice opportunities over several sessions. Some Ss set proximal performance goals each session, others had goals assigned, and others received training but no goals. Although proximal goals promoted motivation more than no goals, participation in goal setting led to the highest self efficacy and subtraction skill. It is suggested that participation in goal setting may help promote more active task engagement. (Author/CL)