For decades, achievement goal theory has been extensively used, but empirical research still requires a clearer understanding of the underlying factors conceptualized and measured during secondary school periods. In light of the increasing use of longitudinal studies in motivation research, this study aims to investigate the longitudinal measurement invariance of the Achievement Goal Questionnaire (AGQ) with the longitudinal panel data of 5071 adolescents. Findings support the consistent use of the 2×2 model across eighth to eleventh grades, although inter-factor correlations were inflated at eleventh grade. Partial strict longitudinal measurement invariance was supported for testing equivalence between the tenth and eleventh grades. Regarding the relations to other variables, the four individual factors of achievement goals have distinct properties in relation to other variables as theoretically hypothesized; and the patterns of the relationship were stable from eighth to eleventh grades.