In recent educational reforms, policy papers present students' desire and motivation for learning as decisive issues. The documents indicate that motivation has become a crucial issue for governmental intervention and results in a number of motivational technologies. Envy, once perceived as a mortal sin, is shown as integral of the ambiguous affective economy following the wake of the motivational technologies used to translate the Danish school reform of 2014 into everyday class rooms. Grasping and following the invidious complex as performative effects of the intra-action of policy, motivational technologies, and student bodies is a way of researching the implementation of a reform beyond the already designed tales of the reform. The point of formulating envy as an affirmative critique is not to debunk visual devices or motivational technologies. Rather, it is to provide a more complex understanding of, and the possible consequences of, certain ways of reforming learning and motivation, and to show how affects and gut feelings are both a motivating force and a disruptive one, that can generate an immanent and hopeful critique.