The study used a phenomenological lens to explore middle level classroom goal perceptions and classroom experiences that were pivotal in motivating students to achieve their learning goals. A total of 46 participants (31 students and 15 teachers) from two middle schools in a Midwestern city participated in focus group discussions and one-on-one interview sessions respectively. Findings indicated that teachers endorsed long-term goals with mastery emphasis. However, students' classroom goals were more performance and less mastery oriented. In addition, thematic analyses of participants' perspectives showed that: classroom lessons that are more engaging, teachers' positive disposition and personality, personal connection with learning experience, application of varied instructions, and supportive teacher relationships are key classroom experiences in driving middle level students to achieve their learning goals. Implications for middle level classroom instructions and future research directions have been discussed.