This study examined whether students with different achievement goal orientation profiles differ in terms of subjective well-being (i.e., self-esteem, depressive symptoms, school-related burnout, and educational goal appraisals). Six groups of students with unique motivational profiles were identified. Observed differences in subjective well-being indicated that goals related to self-improvement and growth were positively associated with various indices of well-being, whereas avoidance tendencies and concerns with validating or demonstrating one's competence were linked with different types of adjustment problems. Findings demonstrate the importance of including measures of well-being when evaluating the role of achievement goal orientations in learning and achievement.