Achievement goal theory accounts for the motives students perceive for engaging in achievement-related behaviors (Ames, 1992; Duda and Nichols, 1992; Dweck, 1986). The 2*2 achievement goal model consists of four goals (mastery-approach, performance-approach, mastery-avoidance, and performance-avoidance) associated with students’ achievement-related cognitions, affect, and behaviors. Although empirical research provides strong support for the 2*2 model, it was proposed and tested only with college students. Little is known about generalizability of the model outside of this context. The purpose of this two-phase study was to assess whether the 2*2 model can be applied to high school physical education classes. We examined validity, reliability, and replicability of the 2*2 model in high school physical education settings. In phase one, 180 high school students (85 boys, 95 girls) served as participants. Students completed the 12-item 2*2 achievement goal scale-physical education (AGS-PE) adapted from Elliot and McGregor (2001). A 7-point Likert-type scale, ranging from 1 (not at all true for me) through 7 (very true for me), accompanied each item. Confirmatory factor analysis (CFA) examined the factor structure of the 2*2 AGS-PE. Multiple fit indices including the comparative fit index (CFI), Bentler and Bonnett’s Non-normed fit index (NNFI), the goodness of fit index (GFI), and the root mean square error of approximation (RMSEA) assessed the adequacy of the 2*2 AGS-PE. Cronbach’s alpha coefficients were calculated to examine internal consistency. CFA analysis revealed that the 2*2 AGS-PE represented an adequate fit to the data (CFI=.94, GFI=.91, NNFI=.91, and RMSEA=.08). Internal consistency of the instrument was acceptable with alpha coefficients of .85, .84, .79, and .70 for the mastery-approach, performance-approach, mastery-avoidance, and performance-avoidance goals, respectively. Phase two evaluated the replicability of the instrument with another sample of 367 students (134 boys, 233 girls) from a different school district. CFA and reliability analyses of the 2*2 AGS-PE revealed similar results found in phase one, indicating a high replicability of the instrument. The CFI, GFI, NNFI, and RMSEA were .95, .94, .93, and .07, respectively, demonstrating an adequate fit for the 2*2 AGS-PE. Alpha coefficients for the mastery-approach, performance-approach, mastery-avoidance, and performance-avoidance goals were .85, .84, .79, and .70, respectively, demonstrating an acceptable internal consistency. Based on the obtained results, we are confident the 2*2 AGS-PE instrument is appropriate for high school physical education students. Keyword(s): high school issues, measurement/evaluation, physical activity