Students' motivation was studied within specific academic content areas using a goal theory framework. The relationships between motivational orientation and cognitive processes within and across content areas are also considered. Six-hundred sixth and seventh graders, approximately 90% white, from two suburban middle schools participated. Students completed general and four domain-specific surveys in mathematics, English, social studies, and science. Surveys, constructed for this study, assessed individual goal orientation (learning focus or ability focus) and cognitive strategy use (surface or deep level) within each domain. Findings suggest that students differentiated their goals and strategies within the four subject matter areas. There was a significant negative relationship between learning-focused goal orientation and ability-focused goal orientation. Most gender differences occurred with respect to the English content area. In English, boys were less likely than girls to hold a learning-focused goal orientation and to report using deeper level strategies, and were more likely to use surface level strategies. Results suggest that motivation is more effectively studied in a domain-specific paradigm. Addressing motivational and cognitive issues within subject areas has the potential to add to the understanding of student decision making. Eleven tables and 8 graphs present study data, and there is a 33-item list of references. (SLD)