Research has shown direct and indirect effects of students’ achievement goals and classroom goal structures on school performance and motivation. However, whether, and how, the effects of students’ achievement goals depend on classroom goal structures has not received much attention. Moreover, extant studies have not accounted for nonlinear effects, which may mask matching effects between goals and structures. Our study aims at providing a nuanced picture of the direct, interaction, and nonlinear effects of achievement goals and goal structures on student’s test performance and motivation in chemistry. Multiple linear regression in combination with response surface plots were used in the analysis of questionnaire data from 909 students involved in a cross-sectional survey in Grades 6-10. Results indicate that interactions between goals are more influential on student achievement and motivation than interactions between goals and structures. No evidence for a general matching effect between goals and goal structures was found. Mastery goals were universally beneficial, but in particular when students were low in performance goals and the perceived performance structure was weak. Overall, it seems that the influence of classroom goal structures on the effect of achievement goals may be smaller than previously assumed.