This research aimed to investigate the role of achievement goals and academic meaning in predicting academic success of girl students. Present study was a descriptive-analytical from type of correlational. Research population were included all high school girl students of Shosh county in 2016 academic years, that from them 350 people were selected by multistep cluster sampling method. Data collected by the questionnaires of achievement goals revised (Elliot & Murayama, 2008), academic meaning (Henderson–King & Smith, 2006) and academic success (Salehi, 2013) and analyzed by Pearson correlation and multiple regression with enter model methods. The findings showed mastery-approach goal (r=0/451), performance-approach goal (r=0/290) and academic meaning (r=0/364) had a positive and significant relationship with academic success of girl students, but mastery-avoidance goal (r=0/118) and performance-avoidance goal (r=0/097) hadn’t a significant relationship with academic success of girl students. Also, the variables of achievement goals and academic meaning significantly could predict 52/7 percent of variance of academic success of girl students that in this prediction the share of mastery-approach goal was higher than other variables (P<0/05). The results indicated the importance of achievement goals and academic meaning in predicting the academic success of girl students. Therefore, to increase the academic success of girl students can increase their mastery-approach goal, academic meaning and performance-approach goal.