The present study aimed at investigating elementary students' academic motivation (intrinsic motivation, external regulation, introjected regulation, identified regulation, and amotivation), achievement goals (mastery approach goals, mastery avoidance goals, performance approach goals, performance avoidance goals), competence expectancies, and classroom environment perceptions in terms of challenge and threat. Self-report instruments were administered to 482 elementary students to assess variables of the study. Results showed that elementary students have significantly higher levels of identified regulation compared to all other types of motivation. The students also appeared to adopt approach goals more than avoidance goals. Both mastery approach goals and performance approach goals were found to be positively linked to intrinsic motivation. Moreover, findings revealed that perceived classroom threat was positively associated with mastery avoidance goals and negatively with performance approach goals. Additionally, it was found that classroom challenge perceptions were positively related to external regulation, introjected regulation, and identified regulation. (Contains 6 tables and 2 figures.)