This study examined the predictive effect of goal structure perception on achievement goal orientation, academic performance, and learning strategies using meta-analysis. Computerized database searches in Chinese and English journals were performed. There were 30 studies on achievement goal orientation with 219 effect sizes, 13 studies on academic achievement with 33 effect sizes, and 8 studies on learning strategy use with 21 effect sizes. The random effect model was used to calculate and examine the mean effect sizes. It was found that the perception of mastery goal structure positively predicted approach goal orientation and that the perception of performance goal structure positively predicted performance goal orientation. Mastery goal structure perception predicted academic performance positively. Perceptions of mastery and performance goal structure both positively predicted cognitive and meta-cognitive strategies. The prediction of goal structure perception on achievement goal orientation was partly moderated by orientation scale, educational level, and culture. Performance goal structure perception negatively predicted academic performance in individualistic participants. Implications and further research were discussed.