Achievement goal orientation has been described as the set of purposes or reasons students may adopt for performing an academic task (Dweck, 1986;Pintrich, 2000). So, Goal orientation is one of the concepts that has emerged in educational psychology over the last few decades and also is one of the most important concepts regarding learning in any educational setting. Due to the importance of students' achievement goal orientation in the education context, and the influences that goals have on their learning processes and outcomes, in the present study, the researcher has tried to investigate the type of goal orientations held by Iranian EFL students and to examine if achievement goals are dependent on gender. To achieve the goal, achievement goal orientation questionnaires were distributed among 182 B.A. students, both males and females, majoring in English Literature at Shiraz University. Consequently, having analyzed the data, the researcher found that that mastery was the dominant type of goal orientation held by Iranian EFL students. Afterwards, performance approach, work avoidant, and performance avoidant goal orientations were respectively the achievement goal orientations held by them. Then, an independent sample t-test was run for the purpose of comparing the students both males and females with the type of achievement goal orientations held by them to see whether the achievement goal orientations are dependent on gender or not. Thus, the results indicated that there were no significant differences across gender groups. That is, the goal orientations held by the students were not dependent on gender.