Individual differences in achievement orientation are compared with differences in gifted students' use of feedback on a classroom exam. The achievement orientation of 57 seventh- and eighth-grade gifted students was measured using the Motivational Orientation Scale (MOS). There were 33 males and 24 females. As part of their regular classroom experience, the students read a 16-paragraph fictional, anthropological report; answered a 30-item multiple-choice test covering the material; and received feedback within two minutes of completing the test. Two days later, all students completed the same test. Correct response and error analysis scores were compared with scores on the MOS. The analyses included regressional analyses and a full correlation matrix consisting of five motivation subscale scores, pre- and post-test scores, and conditional probabilities of five response patterns. Individual differences in motivational orientation was found to be related to post-test performance and the students' use of feedback. Four data tables and a flowchart conclude the document. (TJH)