The purpose of this study was to investigate the effects of TARGET- and feedback-manipulated climates in a short unit of study of a familiar task. Participants were fourth- and fifth-grade students (n = 170) from intact classes in two southeast United States elementary schools. Classes were assigned to learn a familiar skill during a one week unit in a mastery or performance climate. Climate groups were assigned to receive either positive and general or informational feedback. The data collected on the participants included pre- and post-task skill and motivational measures. While climate and positive feedback had no effect on competence or skill change, informational feedback resulted in a decreased perceived competence and improved skill performance. At the conclusion of the intervention, participants in a mastery climate with positive feedback were significantly more motivated than those in a performance climate with informational feedback. When determining the appropriate climate and feedback for students, physical education teachers must consider whether lesson and unit objectives are to focus on motivation or skill performance. Information has the potential to positively affect actual measured competence while at the same time negatively affect perceptions of competence.