Via a Greek sample of 75 sixth grade pupils, the influences of teaching styles on pupils' goal orientations were investigated. LAPOPECQ was distributed twice, before and after the application of the teaching programme consisting of four teaching style groups. Employing a paired samples t test, the results indicated significant pre-to-post changes. Thereafter, a two-way independent analysis of variance and post-hoc Bonferroni techniques resulted in significant differences in the pre-to-post changes of pupils' goal orientations. The effect of gender differed only for the knowledge assimilation (KAG) and mainly for the production (KPG) groups, examined with the use of independent t tests. Pearson product-moment correlations were applied to determine the degree of relationships in the changes of LAPOPECQ components for each teaching group and for the whole sample. The results indicated that the teaching group denoting reproduction of knowledge (KRG) affected negatively pupils' perceived motivational orientations towards learning/task, while the teaching groups implying assimilation (KAG), discovery (KDG) and production (KPG) of knowledge revealed a positive effect. (Contains 7 tables and 1 figure.)