Although empirical research provides support for the 2 x 2 achievement goal model in both college and high school physical education (PE) settings, validation is a continuous process. The purpose of this study was to examine whether the 2 x 2 model was appropriate in middle school PE settings. A total of 251 middle school students served as participants. Participants completed the 12-item Achievement Goal Questionnaire-Physical Education (AGQ-PE) adapted from (Guan, Xiang, & McBride, 2006). These items reflect four achievement goals: Mastery-Approach Goals, Performance-Approach Goals, Performance-Avoidance Goals, and Mastery-Avoidance Goals. Each achievement goal included three items. 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 were calculated to examine internal consistency of test scores for each of the four achievement goal subscales. The factorial validity of the model was tested with confirmatory factor analysis. Multiple fit indices including the comparative fit index (CFI), the goodness of fit index (GFI), and the root mean square error of approximation (RMSEA) were employed to assess the adequacy of the measurement models. Data were analyzed using AMOS 5.0, and the model was estimated using maximum likelihood method. The results showed that the 2 x 2 AGQ-PE represents a marginal fit to the data (CFI = .91, GFI = .92, and RMSEA = .08). Cronbach's alpha coefficients for the mastery-approach, performance-approach, mastery-avoidance, and performance-avoidance goals were .73, .79, .67, and .62, respectively. The results of this study suggest that the 2 x 2 achievement goal model provides a marginally reliable and valid measure of achievement goals for this population of middle school PE settings.Keyword(s): measurement/evaluation, middle school issues