This research aimed to study of the effects of classroom goal structures on students’ psychological wellbeing with respect to the mediating role of self-efficacy and basic psychological needs. In this regard, the effects of performance and mastery goal structure as exogenous variables with self-efficacy and basic psychological needs as mediating variables on wellbeing were tested through a hypothesis model. Research method in this study was a correlation research. The subjects consisted of 160 secondary students (77 girls and 83 boys) of tenth grade in 2010-11 academic years, which were selected by cluster random sampling method from four educational region of Shiraz city. Instruments included the basic psychological needs scale (1985), the goal structure scale (2003), the self-efficacy scale (1982) and the life satisfaction scale (2007). The results showed that, the effect of performance goals structure were not supported by the empirical data, But the effect of mastery goals structure were supported. The exogenous variable of mastery goals could significantly predict the mediating self-efficacy and basic psychological needs variables, and the latter variables also significantly predicted well-being as the final endogenous variable. In this manner, only the mastery goals structure can predict students' psychological well-being with mediating role of academic self-efficacy and psychological needs. However, this result is in regard with the importance of mastery goals which emphasis on dominated learning over subject has theoretical and logical benef