Abstract We examined whether college students′ goal orientations affect achievement, strategy use, and metacognition. Dweck and Leggett′s (1988) framework was used to distinguish between learning (i.e., concern for improving one′s competence) and performance (i.e., concern for proving one′s competence) orientations. Individuals were classified as normatively high or low on each dimension, creating a 2 × 2 summary table. ANCOVAs indicated that individuals who scored high on the learning dimension obtained higher achievement scores, used more strategies, and possessed more metacognitive knowledge about cognitive processes even when prior achievement was controlled statistically. These findings supported the view that a strong learning orientation facilitates the development of cognitive skills necessary to increase academic achievement independent of one′s performance orientation. Educational implications were discussed.