High-quality social relationships are important for students' academic motivation and achievement. However, the specific pathways through which social relationships influence motivation, learning, and achievement are still unclear. Guided by Anderman's (in: Urdan (ed.), "Advances in motivation and achievement, vol. 11: the role of contextual influences on motivation," 1999) social-motivational model, this study tested a conceptual model positing perceived social support from parents, teachers, and peers as predictors of various types of achievement goals (mastery, performance, work avoidance, and social). Goals, in turn, were posited to influence the use of self-regulated learning strategies and subsequent academic achievement. These hypothesized relationships were tested in one path analytic model with a sample of Filipino secondary students (n = 1,026). Results showed that social support from parents, teachers, and peers positively predicted adaptive types of goals. Parent support was negatively associated with a work avoidance goal. Self-regulation positively predicted subsequent academic achievement. Taken together, the findings evinced the relevance of social relationships on academic outcomes. Implications and directions for future research are discussed.