When students enter the classroom they are confronted with a wide variety of goals to strive for, activities to engage in, and challenges to face, across a number of domains: academic, artistic, sporting and social. Recently, there has been a growing recognition of this complexity of goals among researchers interested in student's motivational beliefs. This New Zealand study examined the relationship between Form Two students' (n=162) academic task values in two school subjects, mathematics and language, and their perceptions of social satisfaction in classrooms using a cooperative goal structure or in regular classrooms. Task values for engagement in mathematics and language activities were higher, and perceived costs lower, in classrooms using a cooperative goal structure. Higher task values and lower perceived costs were also associated with higher social satisfaction. The relationships between classroom goal structure, social satisfaction and task value orientation were mediated by gender. The interaction of gender and classroom goal structure suggested that girls are more affected by the nature of the classroom climate than are boys. This study supports current moves to extend research attention beyond the academic sphere and to consider students' perceptions of tasks within a wider contact. (JBJ)