The relations of academic and social goal orientations to academic and social behaviors and self-concept were investigated among academically talented adolescents (N = 1,218) attending a mastery-oriented academic residential summer program. Results supported context effects in that academic mastery goal orientations predicted academic (in-class engagement, scholastic self-concept) and general outcomes (global self-worth self-concept) more than any other goal orientation. There were also gender differences such that academic mastery goal orientations predicted course performance and responsible classroom behavior only for girls, whereas for boys, academic mastery goal orientations were positively related to close friendship self-concept. The relation of social goal orientations to social outcomes also varied by gender. For instance, social development goal orientations were uniquely associated with social self-concept for girls, whereas there were some unique patterns regarding social demonstration-avoidance goal orientations for boys. Theoretical and practical implications are discussed.