This study explored the conditions under which learning goals might be more effective than performance goals in raising achievement outcomes. Following a pretest, 40 fourth-grade students received instruction and practice on fractions operations. Half of the students were provided with the goal of learning how to solve problems (learning goal); the half were given a goal of solving problems (performance goal). All students in each goal condition evaluated their progress in skill acquisition. Results of the posttest indicated that, compared to the performance goal, the learning goal led to higher self-regulated performance, self-efficacy, skill, task orientation, self-evaluations, and self-satisfaction, as well as lower ego orientation. Self-evaluation and self-satisfaction scores correlated positively with self-efficacy, skill, and task orientation. Contains 21 references. (HTH)