Understanding students' multiple goals in real learning contexts is an emerging area of importance for educators and researchers investigating student motivation in classrooms. This qualitative study conducted over an academic year investigates the multiple goals articulated by seven 11-year-old students and explores relationships between goals and changes in goals during the year. Findings show students pursue a range of related academic and social goals over time and that goals can be complementary and dynamic. The significance of multiple goals is emphasised as goals are shown to be complex, dynamic, and pursued simultaneously in real learning contexts.