Using the Revised Achievement Goal Questionnaire (AGQ-R) (Elliot & Murayama, 2008), we explored first-year university students’ achievement goal orientations on the premise of the 2 × 2 model. Similar to recent studies (Elliot & Murayama, 2008; Elliot & Thrash, 2010), we conceptualized a model that included both antecedent (i.e., enactive learning experience) and consequence (i.e., intrinsic motivation and academic achievement) of achievement goals. Two hundred seventy-seven university students (151 women, 126 men) participated in the study. Structural equation modeling procedures yielded evidence that showed the predictive effects of enactive learning experience and mastery goals on intrinsic motivation. Academic achievement was influenced intrinsic motivation, performance-approach goals, and enactive learning experience. Enactive learning experience also served as an antecedent of the four achievement goal types. On the whole, evidence obtained supports the AGQ-R and contributes, theoretically, to 2 × 2 model.