The purpose of the current research was to evaluate the psychometric properties of two motivational measures in domain-general and domain-specific contexts. A total of 476 secondary students completed self-report motivational measures. Reliability and confirmatory factor analyses demonstrated support for the domain specificity of motivational goals and demonstrated that both motivational measures were psychometrically sound for assessing academic motivation across different subject areas and toward school in general. It was concluded that in order to capture the true complexity of how student goals operate in specific subjects, it may be more appropriate to use domain-specific motivational measures. Theoretical and practical implications, potential limitations, and directions for future research are also discussed.