Children with mild disabilities experience sufficient failure to produce negative future expectations (goals), which may compound early academic and social deficits. This research compared the teacher- and student-rated goals of 57 children at two age levels, who were average learners, had a reading problem/disability (RP), and were hyperactive or had ADHD (H). In line with predictions of academic impairment, the findings were that students with RP were teacher-rated more than the H group as less motivated to do their best (work avoidant), especially at older age levels, with fewer goals related to self-determination. Students with H also reported fewer preferences to work well with others and preferred to work independently (social avoidance goals), in line with their social impairment (more than the RP group). Educational implications are presented for identification, for timing of intervention, and for differentiating instruction. (Contains 5 tables and 4 figures.)