The purpose of this study was to investigate the relationships among junior high school students' multiple-goal-orientations, classroom climate, family climate, learning strategies and self-handicapping. One hundred sixty-one junior high school students from three schools and five classes participated in this study. The results of this study showed: (1) mastery-goal-orientation was positive correlated with performance-approaching goal, but negative correlated with performance-avoiding goal. Performance-approach negative correlated with negative parenting, but performance-avoidance positive correlated with performance parenting. (2) Both mastery goal and performance-approaching goal were positive correlated with motivated learning strategies, but performance-avoiding positive correlated with self-handicapping. (3) Students studying in different schools had significant goal-orientations. Different genders of students did not have significant goal-orientations. (4) Students with high mastery and with performance-approaching tended to adapt better learning strategies.