This study reports on the goal structures of one rural and one urban Grade 11 class in China, based on classroom observations and teacher and student interviews. Classroom observations, conducted over a 6-month period, focused on physical settings and classroom activities. In each class, seven students and the homeroom teacher were interviewed to discern their views about classroom goal structures. Results indicated that although high scores and rankings on tests were admired, students were also encouraged to master knowledge, exert effort, develop good habits, and learn from their errors, reflecting the coexistence of both mastery and performance goals. Comparisons revealed that the rural class had a predominantly examination-oriented focus whereas the urban class did not place as great importance on examination outcomes. Implications of the findings for research and practices are discussed.