This study investigated the relations between early adolescents' academic motivational orientations and an aspect of quality of friendship: intimacy. Two-hundred and three Jewish-Israeli seventh grade students responded to surveys asking them about their academic achievement goals and about characteristics of their friendships. Variable-centered regression analyses suggested that mastery goals were positively associated with mutual sharing of difficulties, trust, and adaptive social problem-solving between friends, whereas performance-approach goals were negatively associated with intimacy friendship. Moreover, both performance-approach and performance-avoidance goals were associated with mistrust, inconsideration, and tension between friends. A person-centered analysis, employing cluster analysis, suggested that profiles with a higher level of mastery goals relative to both types of performance goals were associated with less mistrust among friends in comparison with profiles with a higher level of performance goals relative to mastery goals. The findings point to the connection between academic motivation and social relationships in school.