Research indicates that the goals and evaluative standards held by young children are influenced by developmental factors and the classroom context. This study investigated the goals held by first grade students as they undertake classroom activities and the criteria by which they evaluate their work. The larger purpose was to explore the specificity of goals and standards in classrooms for young children and the ways in which teachers help students construct functional views of classroom expectations. The subjects were 19 students attending a pre-K and first grade school located on a southeastern military base. Data were collected through weekly observations and through individual student interviews in which subjects were asked why they chose to complete certain learning centers within the classroom and also to evaluate work from their portfolio. The results indicated that classroom practices and teacher statements were influential in students' perception of goals and standards in their classroom. In addition, different students described different criteria, suggesting that there was not uniformity in the class's understanding of standards. High achievers were more likely than low achievers to make evaluative differentiations among subject areas such as math, writing, and art. It appeared that many standards were inferred by the students on the basis of teacher feedback and whether or not work (for example, math versus art) was checked for accuracy. (Contains 27 references.) (MOK)