A hierarchical model of approach and avoidance achievement motivation was proposed and tested in college physical education skill classes. Perceived competency expectancy was also proposed to have causal relationship to achievement goals. Structural equation modeling was utilized to confirm the proposed model. Mastery, performance approach, and performance avoidance goals were evaluated and their antecedents and consequences were examined. Results showed that mastery goals were grounded in achievement motivation and high competency expectancies. Fear of failure and low competency had causal relationship to performance avoidance goal. Achievement motivation, fear of failure, and high competency influenced performance approach goals. Mastery goals facilitated intrinsic motivation, performance approach goals enhanced graded performance, and performance avoidance goals proved harmful to both intrinsic motivation and graded performance. Intrinsic motivation also had causal relationship to graded performance. The proposed model represents an integration of classic and contemporary approaches to the study of achievement motivation.