Student emotions at school play a key role in motivational processes, learning and psychological health (Pekrun, Elliot, & Maier, 2006). This study investigated the effect of classroom goal structures on student emotions and the mediational role of personal achievement goals. Participants were 1232 students (9th grade) from 72 classrooms. They completed a self-reported questionnaire about their emotions, their achievement goals and their perceptions of the classroom goal structure. Multilevel analyses show that the effect of classroom mastery goal structure on enjoyment and anger is mediated by student’s mastery goal whereas the effect of classroom performance goal structure on emotions is not mediated by any student’s achievement goals. These results underline the relevance to consider simultaneously personal goals and classroom goal structures. In a practical point of view, these results mainly support the pertinence of classroom mastery goal structure to improve students’ emotional well-being.