Based on the dichotomous classroom goal structure model and TARGET framework, this study developed and validated a new Dichotomous Classroom Goal Structure Questionnaire (DCGSQ). A total of 339 seventh-grade students in Beijing completed the two-phase survey in Study 1. Exploratory factor analysis and reliability analysis were used to assess the psychometric quality of the questionnaires in Study 1. The revised DCGSQ was further validated in Study 2 among 583 seventh-grade students in Beijing. The results of confirmatory factor analysis indicated that an 8-factor model best fit the data. The criterion validity of the DCGSQ was supported by the relations between its eight instructional dimensions and student self-efficacy.