Motivating students to be actively engaged in physical education is a current research priority. The research literature suggests that pedometers, in combination with goal setting activities, are effective in increasing individuals' daily physical activity (Tudor-Lorke, 2002). Through monitoring daily activity levels, providing immediate feedback on activity levels, and being an exercise reminder, pedometers can be used as a motivational tool for exercise. Goal setting assists individuals by directing their attention to a specific target, mobilizing their effort relative to the task demands, and providing a reference point to evaluate their performance as well as a reason to persist in the activity over time (Locke & Latham, 1990). However, little is known about the effectiveness of pedometers and goal setting on students' motivation in physical education. Achievement goal theory is one of the most important theoretical frameworks to understand students' motivation and behavior in physical education. The purpose of this study, therefore, was to investigate the effects of the use of pedometers and goal setting on students' motivation in physical education using achievement goal theory. Participants were 217 3rd (54), 4th (67), 5th (51), and 6th (45) graders enrolled in a co-educational physical education from a southern University campus school. Physical education was offered twice a week. All physical education classes were taught by an experienced certified female teacher. During the 5-week pedometer program, participants learned how and why use the pedometer and how to set challenging goals, set a goal once a week, and wrote a reflection about the difficulties with setting goals. Steps participants took during recess were recorded, but were not used for goal setting. Throughout the program, participants reported their number of steps to their teacher who recorded the data. Participants were instructed to focus on personal improvement rather than outperforming others. Following the pedometer program, participants completed goal orientation, the perceived motivational climate, and effort and enjoyment questionnaires. Correlations were used to examine the relationship between variables of interest by grades and as a whole. The results indicated that participants who were more task-involved were likely to enjoy the pedometer program more and put forth more effort. Similar correlational patterns were also found for 3rd, 4th, and 6th graders. However, among the 5th graders, perceived ego-involved climate was also negatively associated with enjoyment and effort. To enhance students' motivation, it is suggested teachers create a task-involved learning climate when implementing the pedometer programs in physical education.Keyword(s): active participation, physical education PK-12