This study examines the factor structures of Personal and Classroom Achievement Goals and the relationships between them. Multilevel structural equation modeling was used to examine data from a sample of 3,544 Italian 10th-grade students (184 classrooms) who completed the Patterns of Adaptive Learning Scales (PALS). Findings about the factor structure of personal goals were consistent with studies in other cultural contexts. The scales showed measurement invariance both across gender and across various immigrant backgrounds. Boys showed lower levels of mastery and higher levels of performance-approach than girls. Immigrant students scored higher than the native students on all Performance scales. At the group level, a measurement model including mastery and performance-approach goal structures showed good fit indices. In classrooms more oriented toward mastery, students’ personal goals tend to be in the same direction. Classroom performance-approach goal structures were related to performance-avoidance personal orientations but not to performance-approach personal orientations.