We examined the latent structure of four commonly used goal orientation instruments as well as the nomological network surrounding goal orientation, including possible antecedents and outcomes. Based on a sample of college undergraduates (n=384), confirmatory factor analysis supported the construct validity of the instruments by showing that responses to these different instruments reflected the same three latent factors—learning, performance-approach, and performance-avoid orientations. Structural equation modeling showed that the three goal orientation factors were differentially related to extraversion, neuroticism, openness to experience, adaptive learning strategies, enjoyment with schoolwork, grades, and response distortion. Finally, although stemming from the same latent structure, regression analyses suggested that certain scales yielded stronger criterion-related validities than others with respect to enjoyment and grades.