In line with the APA's (1997) learner-centered principles, pedagogies that address factors personal to the learner are increasingly relevant. Feedback, long seen as a staple of constructive learning environments, is a highly individualized process that is known to interact with many of these personal factors to affect learning outcomes differentially among learners. Goal orientation, or choice behavior in achievement contexts (DeShon and Gillespie, 2005), is one such personal factor. It follows that goal orientation should interact differentially with feedback to affect learning outcomes. We expect individuals receiving feedback that contains information relevant to their goal orientation better to attend to and integrate feedback into productive responses to improve learning and motivational outcomes when performing achievement tasks.