This study investigated the relationship of achievement motivation level and goal orientaion to self-direted learning, performance goal-setting level, and motor performance outcomes in a Physical Education setting. The subjects were 132 fifth-grade, elemenraty school boys. AMPET, TEOSQ, and Self-directed Learning attitude tests were used in the study . A two-way ANOVA was also used to test the hypothesis. \' The following conclusions are based on the study: 1. Achievement motivation level had no significant effect, while achievement goal orientaion had a significant effect on self-directed pearning. The task-orientation group showed significantly better effectiveness than the ego-orientation group in self- directed learning. 2. Achievement motivation level and achievement goal orientation had a significant effect on performance goal-setting levels. The high - achievement motivation level group showed significantly better effectiveness than the low- achievement motivation level group: and the task - orientation group showed significantly better effectiveness than the ego-orientation group in performance goal-setting levels. 3. Achievement motivation level and achievement goal orientation had a significant effect on motor performance outcomes. The high-achievement motivation level group showed significantly better effectiveness than the low-achievement motivation level group: and the task-orientation group showed significantly better effectiveness than the ego- orientation group in motor performance outcomes.