The multiple-goals perspective assumes that adopting both mastery and performance goals is better for students. But there has been very little evidence for the multiple-goals perspective in Asian students. A cluster analysis was conducted to identify groups of Filipino students who endorse different goal combinations, revealing four groups comprised of those who adopted (a) predominantly performance goals, (b) predominantly mastery goals, (c) multiple goals or (d) low levels of both goals. Comparisons of cognitive and affective learning variables indicated that reported use of deep learning strategies, enjoyment of learning and less anxiety were associated with the multiple goals group. Although the study did not assess actual learning outcomes, the study shows results consistent with the multiple-goals perspective, as it shows enhanced use of cognitive strategies and more positive affective experiences in the learning processes, adding to the scant evidence on multiple-goals perspective among Asian students.