The aim of this study was to examine how well seventh grade students' engagement in science can be predicted by their achievement goals. For the specified purpose, a correlational research design was utilized. Data were obtained from 153 seventh grade students through administration of Achievement Goal Questionnaire and Engagement Questionnaire. Results from a series of multiple regression analysis revealed that mastery approach goals were significantly and positively related to all aspects of engagement in science. In addition, mastery avoidance goals were found to be positively associated with cognitive engagement. Based on the results, some specific suggestions were made to create learning environments conducive to adoption of mastery approach goals in science classes.