The achievement goal adoption of students is one of the most crucial and yet sophisticated part of learning motivation. Not only does it involve personal preference, but also account for social-environmental factors that student values (Ames, 1992a; Elliot & McGregor, 2001). As the essential character that constructs classroom goal and interacts with student, how teacher influences student’s goal adoption should not be underestimated. The present study explored such influence in terms of classroom goal structure and teacher-student relationship quality. Based on 485 junior-high respondents in Macau, results in general showed that perceived classroom goal structure was a better predictor to its corresponding student’s achievement goal than teacher-student relationship, and marginally significant interaction effects were detected for classroom goal structure and teacher-student relationship to predict corresponding achievement goal. Practical implement and future research direction are also discussed.