Although many studies on goal-orientations have been conducted, it is difficult to find studies on reading-specific goal-orientations. In line with the lack of studies in the field of Korean language education, this study aimed to investigate goal orientations on reading and their relationship with reading achievement. Overall, students pursued mastery goals more than performance goals, and students’ goal orientations were strongers in female than in male regardless of orientation types. The result of regression analysis showed that mastery-approach and performance-approach orientations significantly influenced reading achievement. Also, the result of two-way ANOVA analysis demonstrated that the student group who seeks both mastery and performance goal orientations shows the highest reading achievement. Based on these results, notable implications and suggestions for Korean language education were discussed.