This study was designed to compare achievement goal orientations of gifted and nongifted students. The 512 students in secondary school, including 262 nongifted students and 250 gifted students, responded to the achievement goal questionnaire. Analysis indicated that nongifted students scored significantly higher than gifted students on mastery goal orientation (F (1, 464) = 30.69, p<0.0001). Within groups analysis showed gifted students, as well as nongifted students more significantly use of performance-approach goals than mastery and performance-avoidance goals. Results are discussed with respect to general theoretical implications and context of Iranian educational system.