Changes in students' (N=313) present and possible "good student" selves over the transition from elementary school to middle school are examined by this study. Findings indicate that both present and possible selves decline over the transition, and that the decline is greater for males than for females. Holding mastery goals is related to self-schemata at elementary and middle school. Self-efficacy is related to present and possible selves only during elementary school. Holding performance goals becomes related to one's future possible self during the sixth grade. This result corroborates other research suggesting that middle school environments are more focused on grades, comparisons, and relative ability than elementary schools. Three tables and one figure present data and statistical analysis. One table presents sample items for the student efficacy and goal orientation scales that were used in this study. Contains 11 references. (Author/TS)