This study investigated at-risk freshmen's "future-oriented motivation" (motivation for developing and pursuing academic future goals) and "future-oriented self-regulated learning" (commitment to utilizing self-regulatory strategies to achieve those goals) using the Persistent Academic Possible Selves Scale (PAPSS). Study goals were to validate the factor structure of the PAPSS and to assess the relationships between the PAPSS factors and important academic measures. Probationary at-risk freshmen due to low grade point averages (i.e., below 2.0) participated in an online survey at the end of the semester (n = 226). The final factor model consists of three persistent goal factors (improving grades, better student, and more attention in class) and four theory-based factors (social identity, self-concept, motivational self-regulation, and performance). The factor structure and the relationships between the factors and other measures supported the PAPSS as an adequately valid measure for assessing at-risk college students' future-oriented motivation and future-oriented self-regulated learning in educational settings.