The purpose of the study was to investigate the differences between the gifted and ordinary students in their achievement goal orientations. This study also investigated the differences in the achievement goal profiles based on the 2×2 goal orientations model between the academically gifted and ordinary students. This study also examined the interaction effects of academically giftedness and sex on the achievement goal orientations. The subjects were 208 academically gifted (110 males, 96 females) and 208 ordinary students(138 males and 70 females). They were administered the 2×2 factor goal orientation scale. The data were analyzed by the cluster analysis to find the predominant goal orientation profiles. The results revealed that there were significant differences in the achievement goal orientations and goal profiles between the academically gifted and ordinary students and also between the male and female students. The interaction effects of academically giftedness and sex also were found. The female academically gifted students showed the strongest mastery goal orientation compared to the male academically gifted students and the ordinary students, who showed the modest and lowest mastery goal orientations, respectively.