Based on measures of approach and avoidance mastery and performance goals delineated in the 2 × 2 achievement goal framework, this study utilized a person-centered approach to examine Singapore primary students' (N = 819) multiple goals pursuit in the general school context. Latent profile analysis identified six types of students with distinct patterns of achievement goal motivation: "high goal-oriented" (strong multiple goals), "average goal-oriented" (moderate multiple goals), "low goal-oriented" (weak multiple goals), "performance and approach-oriented" (high mastery- and performance-approach, high performance-avoidance, low mastery-avoidance), "approach-oriented" (high mastery- and performance-approach, low mastery- and performance-avoidance), and "mastery-oriented" (moderate mastery-approach and mastery-avoidance, low performance-approach and performance-avoidance). Significant profile differences were detected in various measures of deep and surface learning strategies, metacognitive strategies, and mathematics test performance. The "high goal-oriented" profile appeared to be the most adaptive in relation to these learning outcomes, followed by the "performance and approach-oriented," the "mastery-oriented," and the "approach-oriented" profiles.