The purpose of this study was to examine the effects of goal setting and feedback on Internet task performance for high/low efficiency Internet users. The participants of this study were randomly selected from 2,675 elementary school teachers who had to participate in a compulsory Internet task of filling a questionnaire. The effects of goal setting (long-term goal vs. sub-goal), feedback (performance feedback vs. mastery feedback) and personal Internet task execution efficiency (high vs. low) on Internet task execution and attitude were examined. The results showed that (a) regardless of the type of goal setting or type of feedback, all participants' Internet anxiety was increased; (b) the participants showed positive attitudes toward both the employed types of goal setting and both the received types of feedback; (c) the high-efficient participants demonstrated the most positive attitude when long-term goal setting was applied on them; and finally, (d) the type of feedback did not reveal any significant effect on participants' attitude.