The purpose of this study was to explore the relationships between goal perspective and learning climate on high school students' learning outcomes in physical education classes. Participants (n=454) were high school students in physical education classes, which included 262 boys and 191 girls in Taiwan. They completed the Task/Ego Orientation in Sport Questionnaire and the Physical Education Learning Environment Scale in physical education classes. The findings of this study indicated a positively significant relationship between task orientation, ego orientation, perception of challenge learning environment, and perception of competitive environment in PE (r=.54, .45, .30, p< .0001), and also a negatively correlation between task orientation and perception of threat learning environment(r=- .30). The results of this also revealed that perception of challenge learning environment was a significantly negative correlation with perception of threat learning environment(r=- .16, p< .001) According to the results from the regression model, the factor of task orientation (b=0.28; t=6.28, p< .001) was the major component of success for students' enjoying in participating Physical Education classes. Also, the results of this study revealed that enhancing student's task orientation (b=0.15; t=3.079, P< .001) while provided challengeable learning climate (b=0.29; t=5.98, P< .001) was positively affected students' enjoyment in physical education classes. However, the findings indicated that students perceiving a higher threat in the Physical Education learning environment could be a negative factor to influence the fitness knowledge test (b=-0.17; t=-3.79, P< .001). MANOVA (2 * 4 Gender * Goal Orientation Groups) were conducted to assess gender differences as well as goal orientation groups on measures of perception about learning climate in PE. The results of this study indicated a significant four high-low task/ego orientation groups effect, wilks's lamaba = .87, F = 5.94, p < .001, and gender by four different goal orientation groups, wilks's lamaba = .93, F = 2.12, p < .01. Further examination, the results showed that high task/high ego orientation group was significantly higher than low task/high ego orientation and low task/low ego orientation groups on the relating to the perception of challenge learning climate in PE. The results also pointed out that high task/high ego orientation group had significantly high than high task/low ego orientation and low task/ego orientation group regarding to the perception of competitive learning climate in PE. In addition, high task/high ego orientation group scored significantly lower than the low task/high ego orientation and low task/ego o orientation groups about perception of threat learning climate in PE. Keyword(s): high school issues