This paper examines the relationship between goal orientation and grades in two groups of college students: 369 students aged 18 to 23 and 71 students 24 years of age and older. Older students tended to earn higher grades than their younger counterparts. Non-traditional aged students also endorsed learning goals more than traditional-aged students. In both groups, students who endorsed learning goals over performance goals earned significantly higher grades and displayed more persistence after they had failed an examination. Students who endorsed performance goals over learning goals earned markedly lower grades under these circumstances. However, when students did not fail an examination, goal orientation was not associated with differences in grades. (Contains 2 tables.)