Although empirical research in academic areas provides strong support for the trichotomous and 2*2 achievement goal models (Elliot, 1999; Elliot & McGregor, 2001), both models were proposed and tested in the context of college classrooms. Little is known about the generalizability of either model outside of this context. The purpose of this study was to examine whether the trichotomous and 2*2 models are appropriate in high school physical education (PE) settings and which model might represent a better fit to the data. A total of 546 high school PE students (219 boys, 327 girls) served as participants. They came from two different school districts in the southern region of the United States. Students completed both the trichotomous and 2*2 Achievement Goal Questionnaire-Physical Education (AGQ-PE). The trichotomous AGQ-PE consists of 18 items adapted from Elliot (1999) and reflects three achievement goals (mastery, performance-approach, & mastery-avoidance). The 2*2 AGQ-PE, adapted from Elliot and McGregor (2001), consists of 12 items reflecting four achievement goals: mastery-approach, performance-approach, performance-avoidance, and mastery-avoidance. The format for all items is 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 and confirmatory factor analyses were employed to examine internal consistency and construct validity of test scores produced by the trichotomous and 2*2 AGQ-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) were used to assess the adequacy of two achievement goal models. The results revealed that the trichotomous AGQ-PE provided a poor fit to the data. All indices (CFI = .85, TLI = .83, GFI = .86, and RMSEA = .09) failed to meet the minimum standard for an acceptable fitting model, although Cronbach's alpha coefficients indicated acceptable internal consistency (mastery = .83, performance-approach = .86, and performance-avoidance = .69). Examination of the fit indices indicated, however, that the 2*2 AGQ-PE represented an adequate fit to the data (CFI = .94, GFI = .95, TLI = .93, and RMSEA = .07). Cronbach's alpha coefficients for the mastery-approach, performance-approach, mastery-avoidance, and performance-avoidance goals were .81, .82, .79, and .74, respectively, indicating the score produced by the 2*2 AGQ-PE had acceptable internal consistency. Based on the current findings, we are confident that the 2*2 model is a better fit for high school PE students than the trichotomous model. Keyword(s): assessment, high school issues, student issues