Achievement goal theory has been one of the most prominent theories of motivation in educational research for more than 25 years. It has undergone considerable revision during that span, most notably with the distinction between approach and avoidance goals, debate concerning the critical features of performance goals, and the emergence of a multiple goal perspective that emphasizes the positive potential of performance-approach goals alongside mastery goals. This multiple goal perspective has met several criticisms from theorists taking the traditional perspective that emphasizes mastery goals over performance goals. We review these criticisms and the ongoing debate in light of the relevant research. We then spotlight two areas for future research, with the aim of advancing theory development and bridging these perspectives. (Contains 13 footnotes and 4 tables.)