The present study aimed at investigating whether high school students can be grouped into different achievement goals profiles, whether these profiles differ in learning approaches and academic achievement, and whether learning approaches is a mediator of the relationship between achievement goals profiles and academic achievement. The sample of the study included 350 high school students (189 males and 161 females) in Oman. Students responded to the Arabic version of the Learning Process Questionnaire-Revised-2 Factors (LPQ-R-2F-A) and the Achievement Goal Questionnaire-Revised (AGQ-R-A). A hierarchical cluster analysis showed four different achievement goals profiles: High mastery-approach goal, high performance-approach goal, all low multiple goals, and high performance-avoidance goal. Students with mastery-approach goal profile showed the highest usage of the deep approach to learning whereas students with performance-avoidance goal profile were the lowest. Students with performance-avoidance goal profile showed the highest usage of surface approach to learning, whereas students with mastery-approach goal profile were the lowest. Students with high performance-avoidance goal profile had the lowest academic achievement. Learning approaches fully mediated the effect of achievement goals profiles on academic achievement.