In our previous work documenting benefits of both mastery and performance-approach goals, we assessed achievement goals for a particular type of student (specifically, the college student) in a particular type of classroom environment (specifically, the large introductory lecture). The current study sought to extend our initial work by testing college students in a different classroom environment (specifically, the small advanced seminar). Contrary to predictions that mastery goals may prove more advantageous in this context and performance goals less advantageous, we continued to find positive effects for both mastery and performance-approach goals. Implications for achievement goal theory are discussed.