Goal theory perspectives on motivation are at the forefront of research regarding adolescents' motivation in learning contexts, focusing on the purposes (both academic and social) individuals perceive for engaging in achievement related behaviour. Much research however, has focused on early adolescence, meaning there is limited research regarding late adolescence or the relevance of particular goals as students mature. This study examines the achievement and social goals of secondary school students at early and late adolescence, using quantitative and qualitative data to explore differences in goals and goal relationships at each age level. Participants were 128 junior (ages 12-13) and 67 senior (ages 15-17) students from two metropolitan secondary schools in Western Australia. Results showed that junior students scored higher than senior students on all achievement goals and relationship goals, yet there were no significant differences between the groups for status and responsibility goals. In addition, mastery, relationship and responsibility goals were related for junior, but not for senior students. Implications for future research are discussed. (Contains 4 tables and 2 figures.)