Recent research has demonstrated that motivational constructs such as conceptions of ability and goal perspectives influence motivational levels in achievement contexts. Dweck (1999) conceptualized conceptions of ability as implicit theories. An entity theory reflects the belief that ability is an innate, fixed construct that cannot be improved with effort, whereas ability is conceptualized in an incremental theory as a malleable quality that can be increased through effort. Goal perspectives, influenced by both dispositional orientations and perceptions of the motivational climate, are characterized as either task-involved, where the focus is on effort and improvement, or ego-involved, where the emphasis is on demonstrating superiority over others. Individuals with incremental theories of ability and task-involved goal perspectives are more likely to exert effort and persist in challenging activities than those with entity theories and ego-involved goal orientations, especially when the perception of ability is low. Although these are important motivational variables, little is known about how they are influenced by gender. Women are at a disproportionate risk for physical inactivity as compared to men, and although all segments of our society need to be more active, motivating women to adopt physically active lifestyles is especially important. The purpose of this study was to examine gender difference in conceptions of ability, dispositional goal orientations, and the perceived motivational climate in physical activity classes. Participants were 224 students (168 males and 56 females) enrolled in university golf classes. They completed questionnaires to assess their beliefs about the nature of ability (entity vs. incremental), dispositional goal orientations (task vs. ego), and perceptions of the motivational climate (task vs. ego). Data were analyzed with three 2 (gender) X 2 (entity vs. incremental, task vs. ego, and task-involved vs. ego-involved) ANOVAs with repeated measures on the second factor. Results indicated that both males and females were more likely to express an incremental rather than an entity theory, a task rather than ego dispositional goal orientation, and to perceive a task-involved as compared to an ego-involved climate. Male participants, as compared to females, were more likely to embrace an entity theory, be ego-oriented, and to perceive an ego-involved climate. Females were more likely than males to perceive a task-involved climate. The findings suggest that if physical education teachers want to create an environment that will encourage female individuals to be actively engaged, it is important that they reinforce an incremental conception of ability and task-involved goal perspectives.