While there is much empirical support for achievement goals, mastery-avoidance goals are still under-researched. The current study sought to investigate the task-based and intrapersonal dimensions of mastery-avoidance goals, in addition to exploring the relationship between mastery-avoidance goals and classroom goal structures among 115 psychology undergraduate students. Results highlighted the role of teachers' emphasis on mastery-avoidance goals in the classroom and students' adoption of mastery-avoidance goals. Further results from a confirmatory factor analysis provided empirical support for the hypothesized dimensions of mastery-avoidance. However, a multi-dimensional scaling analysis indicated that these students did not make a distinction between certain aspects of mastery-avoidance and mastery-approach goals, calling for further research into what mastery-avoidance goals mean among different populations.