A series of studies was conducted to investigate the nature of children's goals and the role of goals in children's competence in peer relations. First, a conceptual framework was devised which consisted of eight goal types reflecting social-interpersonal and task-related achievement aspects of game playing: task mastery, approach-oriented performance, avoidant performance, rule-oriented, approach-oriented relationship, avoidant relationship, self-protection, and dominance goals. Second, a 50-item, game-playing goals questionnaire was constructed. Items represented each of the eight goal types. In an initial study, the goals questionnaire was administered to 529 third- through sixth-grade students. Factor analysis revealed a four-factor solution and suggested four goal types: performance, relationship, avoidance, and rule-oriented goals. Replication studies involving 369 fifth- and sixth-graders and 575 third- through sixth-grade students produced results similar to those of the initial study, but with a weaker rule-oriented factor. The second replication explored the use of Harter question and Likert scale formats. Also examined were indexes of item variability and endorsement frequencies for items. In addition to sex differences in goal orientations, grade level and sociometric status differences in children's game-playing goals were found, with the positive contribution of relationship goals and the negative contrbution of performance goals to peer status declining over grade. A table and several figures complete the paper. (RH)