The relationship between goal orientation and the use of learning strategies and their effects on learning outcomes were investigated. The three goal orientations considered were: (1) task orientation, which involves learning for its own sake; (2) ego orientation, which involves a desire to perform better than others; and (3) work avoidance, which involves the desire to put forth as little effort as possible. The two types of learning strategies studied were: (1) those requiring deep processing of information; and (2) those requiring only surface-level processing, such as simply reading a passage over and over. Sixty-two eighth graders participated in the study. Results showed that task orientation was positively correlated with valuing and use of strategies requiring deep processing of information, and to a lesser degree with those requiring only surface-level processing. Ego orientation was positively related to use and valuing of surface-level strategies only. Work avoidance was negatively related to use and valuing of both kinds of strategies. A path analysis indicated that task orientation, more than beliefs in the utility of deep-processing strategies for promoting learning, might lead to use of these strategies. A 20-item reference list, four tables and one figure are included. (Author/JAZ)