The present study investigated achievement goal profiles and their antecedents and consequences among a sample of 823 Chinese secondary students in the reading domain. Based on a trichotomous achievement goal construct, latent profile analyses revealed five goal profiles: All-low (5%), All-moderate (26%), Mastery-oriented (10%), Approach-oriented (15%) and All-high (44%). Logistic regression results indicated that gender, self-efficacy, growth mindset, and students' perceived classroom goal structure were significant antecedents of multiple goal profiles in reading, with girls, high self-efficacy, high growth mindset, and perceived high mastery goal structure being more likely to indicate the Mastery-oriented profile. The results (derived from the statistical analyses of emerged profiles) revealed that primarily Mastery-oriented and Approach-oriented profile students showed significantly higher values for reading engagement (i.e., reading amount, reading diversity) and reading performance than students with other profiles. This study contributes to a deep understanding of multiple achievement goal profiles in the reading context.