Achievement goal theory includes both personal motivational features (achievement goals) and contextual features (goal structures). The theory holds that the prevailing goal structures in learning environments (such as the classroom) influence the achievement goals students adopt. This meta-analysis (k = 68, N = 47,975) examined the strength of the relationships between student ratings of goal structures (mastery-approach goal structures, mastery-avoidance goal structures, performance-approach goal structures, and performance-avoidance goal structures) and achievement goals (mastery-approach goals, mastery-avoidance goals, performance-approach goals, and performance-avoidance goals) as well as moderating variables. Results indicated that each achievement goal was most strongly related to its contextual counterpart. Educational level and world region moderated some of the relations, and for most combinations of goal structures and achievement goals, measures framing goal structures as a climate produced higher correlations than measures using the teacher as referent. Challenges and promising routes for future research and theory building are discussed. Educational Impact and Implications Statement This meta-analysis examined the relations between goal structures (students' ratings of their teachers' instruction and the classroom motivational climate) and students' personal achievement goals. The results suggest that students tend to adopt personal achievement goals that are aligned with the prevailing goal structures; for instance, if students perceive that teachers focus on learning and improvement, they pursue the type of personal achievement goals with the same focus. The largest effect was found for the relationship between the most detrimental type of achievement goal, which centers on avoiding poor performance, and the "matching" goal structure, indicating a need for educators to de-emphasize this type of goal structure. The results further revealed that how goal structures are defined and measured can strongly influence the findings obtained, as goal structure measures referring to the motivational climate within a class were generally more strongly related to personal achievement goals than goal structure measures referring to the teacher's instructional practices.