This study examined the causal relationship of goal orientation and conception of learning on learning behavior; previously, these concepts were examined separately in preceding studies. A sample of 185 fourth-grade university students participated in the study. A covariance structure analysis revealed that the causal effect regarding goal orientation to learning behavior through conception of learning, in which the mediational role of conception of learning was confirmed. Learning goals had a positive effect on autonomous learning conception and had a negative effect on forced learning conception. While performance-avoidance goals had a negative effect on autonomous learning conception, it had a positive effect on forced learning conception. In addition, autonomous learning conception had a positive effect and forced learning conception had a negative effect on learning behavior. [For the complete proceedings, see ED600498.]