Introduction: This study aims to explore the effect of students' adoption of approach goals; both mastery and performance approach goals and performance avoidance goals on their motivational beliefs and coping strategy use in science classes from multiple goals perspective. Students' motivational beliefs were examined in terms of self-efficacy and task-value beliefs while their coping strategy use was examined in terms of positive, projective, and denial coping and non-coping. Method: The sample of this study consist 317 seventh grade students. Motivated Strategies for Learning Questionnaire was used to assess students' self-efficacy and task value. Besides, Achievement Goal Questionnaire and Academic Coping Inventory were used in the present study to assess students' motivational beliefs and coping strategies. Results: The cluster analysis suggested four clusters of achievement goals: mastery-oriented goals (high mastery approach, low performance approach and avoidance goals), performance-oriented goals (high performance approach and avoidance, moderate mastery approach goals), approach oriented goals (high mastery and high performance approach, and less performance avoidance goals) and high multiple oriented goals (high mastery, high performance approach and high performance avoidance goals). Discussion and Conclusion: According to the results, students with approach oriented goals and high multiple oriented goals are more likely to possess adaptive motivational beliefs and use positive coping strategies.