This study investigated changes in students' achievement goals as a result of their participation in academic summer programs for advanced learners. Researchers examined whether the type of classes, assigning grades, student gender, classroom autonomy support, and instructor's implicit theories of intelligence (mindset) moderated student change trajectories in achievement goals. Multilevel multivariate model for parallel growth processes was selected for the analyses. There was no change in mastery goals. Endorsement of performance-approach goals decreased, whereas performance-avoidance goals increased significantly. Gender had a significant effect on the level of performance avoidance but did not affect the change in performance goals. Students in classes that were graded demonstrated significantly greater increase in performance avoidance and greater decrease in performance approach over time than their peers in classes without grades. Teacher mindset, the type of classes, and autonomy support did not affect changes in performance goals.