The purposes of this study were: (1) to explore whether there were interactions between "Feedback" and "Goal-setting" on both students´ mathematical performance and test anxiety; (2) to compare the differences of students´ mathematical performance and test anxiety between students´ self-set goals and teacher-assigned goals; (3) to compare the differences of students´ mathematical performance and test anxiety between students of different predicting abilities. Two hundred and sixty-one 5 th-grade subjects were sampled from six elemntary schools in Taipei City. The data were collected using Mathematics Multiplication & Division Test and Mathematics Test Anxiety Scale, and were analyzed by one-way ANOVA, two-way ANOVA, and t-test. The major findings were as follows: (1) There were significant interactions between Feedback and Goal-setting in both students´ mathematical performance and test anxiety; (2) No significant differences were found in mathematical performance and test anxiety between the student self-set goal condition and the teacher-assigned goal condition when feedback was presented; (3) There were significant differences in students´ mathematical performace between correct-predicting students´ and incorrect-predicting students, but no difference was found in students´ test anxiety between the two groups of students; (4) High-estimating students and low estimating students showed significant differences in mathematical performance, but no difference in test anxiety.