Developing and sustaining students' motivation to learn represents an essential educational challenge for teachers, parents, and policy-makers alike, because this motivation should foster learning and achievement. Although it has been assumed that the motivation to learn – or mastery (approach) goal endorsement – and to perform better than others – or performance (approach) goal endorsement - predicts learning and achievement, findings are still inconsistent in the literature. One explanation may be related to response biases, and more specifically social desirability bias. Given that implicit measures are often less subject to this bias, we developed an implicit measure of mastery and performance goals by recording computer mouse movements. Mouse-Tracking allows measuring participants’ hand movements, which reflect underlying cognitive processes, including neural competition involved in making dynamics. In two studies (N= 275), the Area Under the Curve (AUC; i.e., the area between the observed trajectory and an idealized response trajectory) was used to measure implicit achievement goals. Convergent validity between the implicit measures and achievement goals’ explicit, self-reported equivalent was tested. Our results showed a consistent correlation between the implicit measure and the explicit measure of achievement goals, both for mastery goals and performance goals. Implications for achievement goals research are discussed.