Given the prevalence of group project assignments in college coursework, it is surprising that the rich literature on achievement goal orientation has been so rarely used to understand students' commitment to an assigned group project and the emotions they associate with group work, especially when they report some degree of group conflict among group members. Students' motivational goals, at both individual and group levels, were tested in a structural equation model, as predictors of their project commitment as well as their positive and negative emotions, both alone (Model 1) and when a measure of intragroup conflict was added (Model 2). Data came from online responses of 498 undergraduates. Results of structural equation modeling indicated that the addition of a measure of intragroup conflict contributed significantly to explaining the connection between students' motivational goals and their project commitment, positive emotions, and negative emotions. [For a related article, see EJ1226678.]