This study was intended to evaluate whether a recently proposed 2 x 2 achievement goal model could be replicated, and it aimed to evaluate whether students were more advantaged by pursuing one type of goal or a combination of goals. The achievement goals and graded performance of 1,213 undergraduates were studied at 3 time points during a semester using an achievement goal measure and a measure of reason for taking the course. In addition, 577 of these students participated in an additional measurement of interest and enjoyment in class. The only goals that were positively linked to academic outcomes in the class were performance-approach goals and mastery-approach goals, a finding that replicates numerous other studies of college students. Performance-approach goals were associated with academic performance, and mastery-approach goals were associated with interest. The study did not document any negative effects that have been associated with adopting avoidance goals in other studies. There appear to be no benefits to pursuing different types of goals based on reasons for taking the class, but there is continued support for specialized goal benefits of adopting multiple "approach" goals for the class. (Contains 4 tables, 2 figures, and 16 references.) (SLD)