Introduction: The distinction between mastery and performance goals has been the dominant theoretical approach to goal orientation study for the past three decades. Recent investigations have begun to provide evidence that further distinctions are necessary. It has also been implied that students' beliefs about the nature of intelligence play a role in the types of goals students set. Method: Using confirmatory factor analysis, the current study attempted to include self-implicit theories of intelligence in a measure designed to capture the basic distinctions between mastery, performance-approach, performance-avoidant and work-avoidant goal orientations. Results: Results support these basic distinctions and inclusion of intelligence items, yet indicate directions in which further research is warranted. Conclusion: The current study does provide evidence that further examination of the role of implicit self-theories of intelligence in achievement goal orientation is a necessary line of research. These perceptions may be fundamental to the way students approach achievement tasks in academic settings. The current study also provides evidence that work-avoidant goals may be more than just an absence of achievement goal instead they may indeed entail an achievement goal orientation worthy of further examination. (Contains 3 tables.)