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Achievement goal theory has been one of the most prominent approaches to motivation in educational research. Various empirical studies have shown that achievement goals can predict a wide range of outcomes, including learning task persistency and effort, the utilization of cognitive and metacognitive strategies in learning, positive and negative affect during the task, and task performance. An increasing number of experimental studies have induced certain achievement goals and tested their effects on task performance. Some researchers have examined the influence of achievement goals on specific cognitive outcomes. However, most studies have addressed only a limited number of goals and not taken full advantage of the theoretical advancements in the achievement goal approach. Moreover, while a wide variety of dependent measures have been used to test the effect of achievement goals, most studies have not explored it using standardized measures. Therefore, this study aims to investigate how four types of achievement goals—mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals—affect performance. We aim to do so by utilizing a standardized test battery for working memory.