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Numerous studies have shown that behaviors can be primed outside of conscious awareness (see reviews by Bargh, 2006; Dijksterhuis & Aarts, 2010). Although it is highly functional that behaviors can be initiated and run to completion without conscious attention and guidance (e.g., people may drive espe-cially carefully when taking their children to school), situa-tional cues sometimes activate behaviors that are at odds with how people consciously intend to behave (e.g., they may drive too quickly after watching the Formula One Grand Prix). In the present research, we examined a self-regulatory tool that may help people control such unwanted behavior-priming effects. Specifically, we tested whether spelling out the when, where, and how of an intended course of action (i.e., forming implementation intentions; Gollwitzer, 1993, 1999) protects performance from intrusive behavior priming. Two routes to behavior priming have been studied (Bargh & Ferguson, 2000; Förster, Liberman, & Friedman, 2009). The first is concept priming (the “perception-behavior express-way”; Dijksterhuis & Bargh, 2001), which causes people to act in line with activated concepts, such as “intelligent” or “warm. ” Because perception and action overlap, concept priming causes people to act in accordance with the primed concepts (the common-coding hypothesis; Hommel, Müsseler, Aschersleben, & Prinz, 2001). For instance, Bargh, Chen, and Burrows (1996) found that activating the concept “elderly ” made participants walk more slowly when they left the laboratory. The second route to behavior priming involves activating mental representations of goals (Bargh, 1990; Chartrand & Bargh, 1996; Dijksterhuis & Aarts, 2010). Past experiences forge associations between situations, representations of goals, and the behavioral means used to attain those goals. Thus, sit-uational cues can activate goals and subsequent goal striving. For instance, Bargh, Gollwitzer, Lee-Chai, Barndollar, and Trötschel (2001) observed that priming achievement goals improved performance on intellectual tasks, enhanced persis-tence in the face of obstacles, and promoted resumption rates after interruptions—all indicators of effective goal strivin