To determine the relationship between perceived goal structure and academic resilience mediated by academic motivation, a cluster sample of 461 high school students in Tehran was administered three instruments measuring the said constructs. Assuming the validities and reliabilities of the instruments, data analyses revealed that external motivation mediates the relationship between performance goals and being future oriented. Performance goals showed a positive and meaningful relation with optimism as they show an indirect and negative relation with communication skills. All together 33.9% of the variations in future orientation depends on the model which is indicative of the relationship between perceived goal structure and commitment, control, and motivation in achievement. In other words, students’ academic resilience is influenced by teachers’ activities and messages as communicated through goal structure, both directly and indirectly, mediated by academic motivation.