Students who participate in post-secondary honors programs score higher on mean level GPA, measures of academic self-efficacy, conscientiousness, creativity, and openness to experience (Ogilvie & Reza, 2009). Yet only a small portion of eligible students chooses to participate in honors. Building on previous yet limited research, this study focused on achievement goal orientation, which the researcher hypothesized would predict students’ enrollment in honors. The goal orientation of 398 high-ability community college students was measured utilizing the Achievement Goal Questionnaire–Revised (AGQ-R; Elliott & Murayama, 2008). A simultaneous logistic regression was used to model students’ decisions to participate in honors. The predictor variables in this study were the four factors in the 2 x 2 model of achievement goal orientation: mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance. The results of the logistic analysis indicated that the four-predictor model did not provide a statistically significant improvement over the constant-only model. These findings suggest that the set of predictors do not discriminate between high-ability students who choose to participate in a community college honors program and those that choose to forego participation.