This research examined the multidimensionality of achievement goals and their hierarchical relations in a sample of 939 students from 6 high schools in New South Wales, Australia. The first year of the study these students completed a survey instrument on school motivation, the Inventory of School Motivation. There will be follow-up for 3 years. Traditional school motivation theories have assumed a Mastery-Performance dichotomy, but this study did not support this assumption. Support for the Mastery-Performance dichotomy would require a low correlation between the two constructs. However, in this study the correlation between the two was substantial. There was strong support for the multidimensional school motivation structure proposed by D. McInerney and others (1997). An appendix contains the study questionnaire. (Contains 2 tables, and 4 figures, 36 references.) (SLD)