A 2x2 model developed by Elliot and McGregor (2001) represents the latest development in achievement goal research. This model proposes that there are four types of goals that are related to students' cognitive, affective, and behavioral outcomes in achievement settings. Mastery approach goals focus on learning and task mastery; mastery avoidance goals focus on the avoidance of not learning or not mastering a task; performance approach goals focus on the attainment of favorable judgments of competence; performance avoidance goals focus on the avoidance of unfavorable judgments of competence. Though research with undergraduates in the academic domain has established the links between the four goals and their cognitive, affective, and behavioral correlates, little information is available concerning the applicability of the 2x2 model in the context of college physical activity classes. Therefore, the purpose of this study was to examine the construct validity of the 2x2 model in a college physical activity setting and to determine the relationships between the four goals and students' perceived fun and enjoyment in the class. Participants included 384 students (231 males; 150 females) who were enrolled in university activity classes such as weight training, volleyball, and running. They completed questionnaires assessing their achievement goals and perceived fun and enjoyment in the class. All measures were adapted from reliable and valid instruments (Guan, McBride, & Xiang, 2005; Treasure & Roberts, 1998). Confirmatory factor analysis yielded an adequate fit between the model and the data (χ2 (48, n = 384) = 203.74, p < .001; RMSEA = .09, CFI = .91, IFI = .91). Cronbach's alpha coefficients indicated acceptable internal consistency of the four goal measures (mastery approach = .75; mastery avoidance = .84; performance approach = .82; performance avoidance = .63). Finally, structural equation modeling analysis revealed that mastery approach (β = .67, p < .001) and performance approach (β = .18, p < .05) goals were positively related to students' perceived fun and enjoyment, while mastery avoidance goals were negatively related to it (β = -.30, p < .001). Performance avoidance goals were not related to perceived fun and enjoyment (β = -.12). Overall, results of this study are consistent with previous research findings (Elliot & McGregor, 2001) and provide empirical evidence that the 2x2 model proposed in the academic domain can also serve as a theoretical framework on students' motivation and related cognitive, affective, and behavioral outcomes in college physical activity settings. Keyword(s): college level issues, physical activity