In current research on achievement goal theory, most researchers differentiate between performance-approach and performance-avoidance goal orientations. Evidence from prior research and from several previously published data sets is used to highlight that the correlation is often rather large, with a number of studies reporting correlations above .50. The large magnitude of this correlation raises questions and warrants further investigation. The size of the correlation also varies substantially across studies; thus, several potential moderators were considered. Minimal evidence for moderation was found, with little variability in relations as a function of fear of failure, culture, and specificity of the goal assessment. There was some evidence of variability in the correlation based on age, perceived competence, and assessment instrument. The article concludes by highlighting theoretical, methodological, and instructional questions that arise as a result of the large correlation and making recommendations and guidance for research, instructional practice, and theory advancement. (Contains 2 tables and 8 footnotes.)