Research suggests that motivated students and those with high academic self-concepts perform better academically. Although substantial evidence supports a reciprocal relation between academic self-concept and achievement, there is less evidence supporting a similar relation between achievement goal orientations and achievement. There is also a paucity of research testing the longitudinal relations between achievement goal orientations and academic self-concept with achievement. The present investigation aimed to contribute to addressing these limitations. The sample consisted of 2786 Australian high school students (ages 11-17) measured at four time waves six months apart. Separate models indicated reciprocal relations between mathematics self-concept and achievement and mathematics performance approach goal orientation and achievement. There was little evidence of reciprocal relations between a mastery approach goal orientation and achievement. Juxtaposing the variables, when all were included in a single model, only self-concept had significant reciprocal relationships with achievement.