Researchers (e.g., Hicks, 1996; Wentzel, 1991) reported at least two different types of social goals associated with students' academic success: relationship goals and responsibility goals. Several scales have been used for measuring relationship and responsibility goals in academic settings. However, few studies examined the reliability and validity of these testing scores when used with high school students in physical education (PE) settings. The purpose of this study was to assess reliability and validity of the social goal scale in high school PE settings. A total of 546 high school PE students served as participants. They were from two different school districts (n1 = 180; n2 = 366) in the southern region of the United States. Participants completed the 11-item Social Goal Scale-Physical Education (SGS-PE) adapted from Patrick, Hicks, and Ryan (1997). The format for all items was a 7-point Likert-type scale, ranging from 1 (not at all true for me) through 7 (very true for me). Cronbach's alpha coefficients, confirmatory factor analysis (CFA), and multi-step invariance analysis were used to examine the internal consistency, factorial validity, and invariance of the SGS-PE. Multiple fit indices including the comparative fit index (CFI), the Tucker-Lewis Index (TLI), the goodness of fit index (GFI), and the root mean square error of approximation (RMSEA) assessed the adequacy of the SGS-PE. The multi-step analysis invariance across two school samples include: (1) establishing a baseline model (M1), (2) constraining the factor loadings to equivalence (M2), (3) constraining the covariance matrix to be invariant, with the factor loadings still constrained (M3), and (4) setting the errors to equivalence (M4), with the factor loadings and covariances still constrained. CFA analysis revealed that the SGS-PE represented an adequate fit to the data (CFI = .93, GFI = .94, TLI = .91, and RMSEA = .08). Alpha coefficients for the responsibility and relationship goals were .85 and .84, respectively, which indicated the scores produced by the SGS-PE had acceptable internal consistency. Finally, the multi-step invariance analysis revealed that the models showed little loss in fit moving from the least stringent model (M1) to the most stringent model (M4). The values of TLI, GFI, and CFI all exceeded .90, and RMSEA values were less than .04, which suggested that the hypotheses of equal factor loadings, covariances, and errors were all tenable. It is concluded that the present study supports the internal reliability and factorial validity of the SGS-PE in high school settings. Keyword(s): assessment, high school issues, measurement/evaluation