The aim of this study was threefold. First, to investigate the strategies adolescents use to coordinate conflicting social and academic goals in situations where these conflicting goals varied in urgency. Second, to examine the importance of social versus academic goals in such situations, and third, to examine the effects of gender and academic achievement on strategy choices and goal importance. Senior high school students (n=51) were required to indicate the strategies they would use to solve four hypothetical dilemmas involving conflicts between an academic goal (completing an assignment) and a social goal (going to a party). Some of these students (n=20) were also interviewed. Results revealed that students chose strategies that allowed them to fulfill both goals. They perceived social goals to be more important than academic goals. The urgency of the academic goal, rather than the urgency of the social goal, affected the types of strategies students would choose, as well as students' perceptions of how important the two goals were. These results were not influenced by academic achievement, and only minimally influenced by gender. (Contains 15 references.) (Author/SLD)