Two studies investigated how goals and self-evaluation affect motivation and achievement outcomes. In both studies, fourth-grade students received instruction and practice on fractions over sessions. Students worked under conditions involving either a goal of learning how to solve problems (learning goal) or a goal of merely solving them (performance goal). In Study 1, half of the students in each goal condition evaluated their problem-solving capabilities. The learning goal with or without self-evaluation and the performance goal with self-evaluation led to higher self-efficacy, skill, motivation, and task orientation than did the performance goal without self-evaluation. In Study 2, all students in each goal condition evaluated their progress in skill acquisition. The learning goal led to higher motivation and achievement outcomes than did the performance goal. Research suggestions and implications for educational practice are discussed.