This study examined reading, math, writing, social, behavioral, and communication learning goals for a large, national sample of elementary students with complex support needs served in one of four types of educational placements. Each goal was coded for three quality characteristics: (1) strengths-focus, (2) inclusion of self-determination skills, and (3) description of the context and content of goals, and identification of needed supports. The findings suggest ongoing issues with the expectations in goals for students with complex support needs across placement types, consistent with past research. There was a general lack of focus on student-directed learning and activities as well as a lack of identification of student-initiated supports. Goal quality characteristics varied across goal domains and placements; descriptive findings suggest that goals aligned with academic standards and social-behavioral-communication competencies were more common for students in inclusive general education classrooms. Implications for research and practice are described. [This paper will be published in "Inclusion."]