In this study, first- and second-order confirmatory factor analyses were used to investigate the structure of the different types of academic, social, and future goals pursued by adolescents in school, and whether goals can be hierarchically organized. A multiple goals perspective on goal preferences was adopted. The study was based on 10,000 sixth-grade pupils participating in the ongoing Swedish longitudinal project "Evaluation Through Follow-up." The findings reveal that achievement goals are multidimensional in structure and that pupils in school pursue not only one type of goal at a time, but different types simultaneously. Striving for performance seems to be less salient among 13-year-old pupils in Sweden. The importance of examining the approach and avoidance forms of achievement goals independently from each other and from mastery goals in future research is stressed, however. The study indicates that achievement goals can be considered as more global and hierarchically organized. Future research is needed to further examine this point. The findings also suggest that the instrument used could be developed to provide a useful tool for further pupil motivation research. (Contains 2 tables.)