An experimental study investigated the effects of dispositional goal orientation, task difficulty, and accountability manipulations (outcome, process, none) on situational goal orientation and task performance. Accountability and task complexity was manipulated using a 3 X 2 experimental design. Subjects completed measures of dispositional goal orientation, and initial task self-efficacy. Subjects then were exposed to an accountability manipulation, designed to frame the subjects' situational goal orientation. Subjects then performed a computerized managerial decision-making task. Task performance was captured electronically and tracked across each decision-making trial to determine rates of learning. Task self-efficacy was measured following pre-determined trials of the experiment and following completion of all decision-making trials. As expected subjects in process and outcome accountability conditions reported higher levels of task specific (situational) learning orientation. The outcome accountability manipulation also resulted in a higher situational performance orientation. Accountability was also found to affect performance, especially when persons are in the early stages of performing a complex task.