The aim of the study was to examine the relationship between goal orientations and school satisfaction and self-efficacy during primary education. The following survey tools were used in the study: Goal orientation questionnaire, Self-efficacy questionnaire for children and the Quality of school life questionnaire. The study involved 21 boys (51.2%) and 20 girls (48.8%) in the third year of primary school. The results of the study showed that there was no significant correlation between learning orientation goals and academic, social and emotional competence, nor between learning orientation goals and school satisfaction and negative feelings about school. Performance orientation goals are not associated with either self-efficacy aspects or negative feelings about the school. The correlation between target performance orientation and overall school satisfaction is negative and has not been shown to be significant. A positive correlation of moderate magnitude was found between the target performance orientation and the target effort avoidance orientation. Attempt avoidance orientations are not significantly associated with any aspect of self-efficacy, nor with negative feelings toward school. A significant negative correlation of moderate magnitude was found between effort avoidance orientation and overall school satisfaction. Contrary to expectations, academic self-efficacy is not significantly associated with general school satisfaction or negative feelings about school. Given that most of the study participants have excellent school performance, it was not meaningful to use school performance as a variable. A moderately positive association of social self-efficacy with general school satisfaction and a negative association with negative feelings towards school was found. Since this is a correlational study, it's impossible to draw any conclusions about cause and effect. It's possible that socially competent children experience greater satisfaction in school, but it's also possible that satisfaction in school acts to increase social competence. The findings suggest that other factors may be important for a child's experience of academic self-efficacy rather than goal orientation, but this conclusion should be taken with caution given the small number of participants