Background: Motivational interference is defined as the amount of impairment in a target activity due to the incentives of a non-chosen attractive alternative. The amount to which pupils experience motivational interference while studying or while performing a leisure activity in a school-leisure conflict situation is seen as depending on the values they attach to achievement and well-being. At the same time, values may also be effects of frequent experience of motivational interference in the respective areas. Aims: The study is aimed at investigating the reciprocal relationship between personal value orientations and the experience of motivational interference during studying and leisure. Sample: A total of 363 pupils (sixth to eighth graders at the time of first measurement) completed the same questionnaire twice in a 2-year interval. Method: The questionnaire included measures of achievement and well-being value orientation and the experience of motivational interference during studying and during leisure in school-leisure conflicts. For this, two scenarios were created. In regression analyses, achievement and well-being value orientations as well as their interaction terms were used as predictors for experience of motivational interference at t[subscript 2] while controlling for experience of motivational interference at t[subscript 1], and vice versa. Additionally in path models, these relations were tested in an integrative way. Results: Pupils' achievement value orientations were connected to differential changes in experiencing motivational interference during leisure and during studying in one scenario but only for pupils low or medium in well-being value orientation. Conversely, experience of motivational interference at t[subscript 1] was related to changes in value orientations 2 years later. High motivational interference during studying led to an increase in well-being value orientation, while high motivational interference during leisure was followed by a decrease in well-being value orientation and an increase in achievement value orientation. Overall, path models supported these results. Conclusions: The results are discussed in terms of value change and are linked to self-control and motivation research.