The authors extend their understanding of learner motivation by addressing questions around the construct of classroom need for closure in a high school sample. First, they established that their classroom need for closure measure demonstrated adequate psychometric properties when used with high school students. Subsequently, they explored relationships among classroom need for closure, achievement goals, and cognitive engagement using zero-order correlations and path analyses. Findings suggested that the 2 facets of classroom need for closure are relatively independent of each other, and that high levels of preference for certainty are more likely to be problematic for learners than high levels of preference for structure. Furthermore, the relationship between classroom need for closure and cognitive engagement is partially mediated by mastery goals. Implications for instruction are discussed. (Contains 1 figure and 2 tables.)