This study examined the relationships among implicit self-theories, achievement goals, and academic delay of gratification. Do achievement goals mediate the relationship between implicit self-theories and academic delay of gratification? A sample of 195 Omani high school students rated themselves on three measures tapping these constructs. A path analysis showed that entity beliefs positively predicted performance-approach and performance-avoidance goals. Incremental beliefs positively predicted a mastery-approach goal. Incremental beliefs and entity beliefs positively and negatively, respectively, predicted academic delay of gratification. A mastery-approach positively predicted academic delay of gratification. Mastery-avoidance, performance-approach, and performance-avoidance negatively predicted academic delay of gratification. (Contains 4 tables and 1 figure.)