The purpose of this study was to examine conception of learning and learning behavior for each goal orientation type from the multiple-goals perspective and to clarify the characteristics of each type. Questionnaire surveys were conducted with fourth-year undergraduate students, and responses for 340 students were analyzed. We created four types, namely, <Low-goals>, <High-goals>, <High-Performance-Avoidance-goals>, and <High-Learning-goals>, and each type of conception of learning and learning behavior were examined. The results suggested that conception of learning differs by type. <High-goals> tended to have multiple conceptions of learning, <High-Learning-goals> tended to have Active conception of learning, and <Low-goals type> and <High-Performance-Avoidance-goals> tended to have Passive conception of learning. [For full proceedings, see ED621941.]