Observational tutoring has been found to be an effective method for teaching a variety of subjects by reusing dialogue from previous successful tutoring sessions. While it has been shown content can be learned through observational tutoring, it has yet to been examined if a secondary behavior such as goal setting can be influenced. The present study investigated whether observing virtual humans engaging in a tutoring session on a difficult learning topic, rotational kinematics, with embedded positive goal-oriented dialogue would increase knowledge of the material and perpetuate a shift in an observer's goal orientation from performance avoidance goal orientation (PAVGO) to learning goal orientation (LGO). Learning gains were observed in pretest to posttest knowledge retention tests. Significant negative changes from pretest to posttest occurred across conditions for LGO. Additionally, significant increases from PAVGO pretest to posttest were observed in the control condition; however, PAVGO did not significantly change in the experimental condition.