School poses an achievement-oriented context wherein achievement motivation plays an important role. The achievement goals are seen as the primary construct to examine achievement motivation (Pastor, Barron, Miller & Davis, 2007). These achievement goals in school, particularly in psychology classes, are central to this master thesis. The study is based on the achievement goal conception of Spinath, Stiensmeier-Pelster, Schöne, and Oliver (2002). The concept distinguishes between four goal orientations, namely, mastery goals, performance-approach goals, performance-avoidance approach, and work avoidance. In the present study the question whether achievement-goal profiles can be identified on the basis of this concept has been answered. Furthermore, if these achievement-goal profiles differ from each other in general parameters like pleasure in learning or learning strategies and in the evaluation of a psychology lesson has been of interest for this study. A sample of 40 Austrian high-school students (age M = 17.04) was analysed. Based on a cluster analysis, four profiles were identified: optimal motivation, characterized by a high degree of mastery goals and performance-approach goals, mastery goals, indicated by a high degree of mastery goals only, work avoidance, characterized by a high degree of work avoidance, and avoidance, classified by a high degree of performance avoidance goals and work avoidance. Finally, the profiles optimal motivation and mastery goals seem to be more adaptive in an achievement context, such as a psychology class, than the profiles work avoidance and avoidance, which are more likely accompanied by disadvantageous outcomes and processes. Limitations to this study and deducible implication for practical work are discussed. Different achievement-goal profiles have to be taken into account when arranging learning environments and possibilities to do so are pointed out.