The purpose of this article was to review and synthesize the research literature on achievement goals in music contexts. It is structured in four parts: (a) adaptive dispositions and outcomes, (b) motivational climate, (c) music and other domains, and (d) implications for music education. Researchers have found that learners who endorse mastery goals, in particular, mastery-approach ones, also tend to possess a range of adaptive dispositions. Music educators may therefore consider creating motivational climates that foster mastery goals. Achievement goals have also been found to be largely domain specific. Based on the review, implications for music education are offered.