Types of performance feedback are discussed and compared. An overview of the goal orientation literature is provided. The author hypothesized that outcome feedback is congruent with a performance orientation, and that process feedback is congruent with a learning orientation. 92 undergraduate students participated in the study. Participants completed a goal orientation survey and a scheduling task. Participants received outcome feedback, process feedback, or no feedback during the task. Results are analyzed and discussed. Evidence for the hypotheses was not found. Limitations and future research directions are set forth.