Prior research has indicated that setting easy, intermediate, or difficult challenge goals may reflect the individual differences of achievement motivation. Individual differences in goal setting have also been found to relate with personality traits. The current study adopted Atkinson and Litwin’s (1960) ring toss paradigm to investigate the manifestation of individual differences of preschoolers’ goal-setting behaviors in their temperament patterns. One hundred and thirty-eight preschoolers (age range = 4 yr. 8 mo. to 7 yr. 0 mo.) participated individually in a ten-trial ring toss game. Children freely decided how far from the target they wanted to toss for each trial. Information of the goal setting and the success/failure of each trial were simultaneously made available to the preschoolers to help them make the goal setting decision for the future trials. After the game, they were then categorized into one of the three goal-setting styles of “Low Challenging,” “Moderately Challenging,” and “Unrealistic Challenging,” according to whether they often decided to toss from a distance nearer than, close to, or farther away from their current best tossing performance, respectively. Mothers filled up the Chinese version of Children’s Behavior Questionnaire (CBQ), from which four motivation-related temperament indices of “surgency/extraversion”, “negative affectivity”, “effortful control” and “fear” were derived. A non-hierarchical cluster analysis was implemented on the four indices resulting in three patterns profiling preschoolers’ motivation-related temperament. Chi-square tests indicated that the proportion of children of different goal-setting styles distributed in the three temperament patterns differently. Specifically, preschoolers in the “Moderately Challenging” group were characterized by average levels of surgency/extraversion and above-average levels of fear, negative affectivity, and effortful control, suggesting potential compensatory mechanisms behind different temperament indices in regulating young children’s achievement motivation. This study highlighted the advantages of using temperament patterns rather than single temperament dimensions or factors to understand the individual differences of children’s goal setting behaviors.