The purpose of this research was to determine the effectiveness of goal setting as a motivator for kindergarten students in learning grade-level sight words. This study was conducted over a 6-week period in two Midwestern kindergarten classrooms. The participants in the experimental group were trained in self-setting goals and participated in weekly check-ins and bi-weekly assessments. Themes in motivation were documented using a reflection survey and anecdotal notes. Student growth was tracked using sight word assessments and growth charts. Data suggested participants who set goals achieved higher gains than participants who did not set goals.