Two studies were conducted with distinct samples to investigate how motivational beliefs cohere and function together (i.e., motivational profiles) and predict academic adjustment. Integrating across motivational theories, participants (N[subscript Study 1] = 160 upper elementary students; N[subscript Study 2] = 325 college students) reported on multiple types of motivation (achievement goals, task value, perceived competence) for schooling more generally (Study 1) and in science (Study 2). Three profiles characterized by "Moderate-High All, Intrinsic and Confident", and "Average" All motivation were identified in both studies. Profiles characterized by "Very High All" motivation (Study 1) and "Moderate Intrinsic and Confident" (Study 2) were also present. Across studies, the "Moderate-High All" and "Intrinsic and Confident" profiles were associated with the highest academic engagement and achievement. Findings highlight the benefit of integrating across motivational theories when creating motivational profiles, provide initial evidence regarding similarities and differences in integrative motivational profiles across distinct samples, and identify which motivational combinations are associated with beneficial academic outcomes in two educational contexts.