Researchers have suggested that self-efficacy and goal orientation are context specific variables. However, few researchers have addressed these variables in technology-enhanced learning environments. This study examined changes in 549 middle school students' goal orientation, self-efficacy, and science knowledge after engaging in science learning in a technology rich environment. Also explored was how these motivational constructs interact to predict science achievement. Findings indicated that students' performance and self-efficacy increased significantly while the performance-approach and performance-avoidance goals significantly decreased. Findings also indicated that performance-avoidance goals moderated the relation between self-efficacy and science achievement, indicating that self-efficacy has positive influences