In last decade, research in contemporary psychology has emphasized the role of goals in adolescent development. Goals in adolescence have been related to adapted lifestyles and academic performance, particularly with developmental and educational dimensions (i.e., learning motivation, achievement, life satisfaction, emotional dimensions, gender, academic interest, social cognitive development and competence, etc.). Other lines of research have investigated how goals change over time and how goals are influenced by personality (e.g., traits), social (e.g., family or peers influences) and cognitive-factors (e,g., cognitive competences). In this context, the objective of this paper was to extend this last line of research by investigating how goals are related to dimensions of meaning, values, and religious and spirituality measures, and whether these variables explain goals differently. The results of correlation and regression analyses showed absence of relationships between goals and self-esteem, cognitive orientation toward spirituality, existential well-being, and paranormal beliefs. Self-efficacy was positively related to all types of goals except sport-goals and social status goals. Meaning dimensions were differently related with goals: while presence of meaning was related to interpersonal, educative and personal commitment, search for meaning was only related with social recognition. Values of self-direction, universalism, tradition, security, power, achievement, hedonism and stimulation shared a high relationship with goals. Goals showed a high independence from religious and spirituality measures: traditional religiosity was negatively related with socio-politic and emancipation goals, and social recognition was positively related with experiential/phenomenological dimension and negatively with existential well-being. The range of explained variance for each category of independent variables was as follow: Values (0-50%), self-efficacy (0-9%), self-esteem (0-2%), meaning (0-10%), search of meaning (0-3%), cognitive orientation toward spirituality (0-1.2%), experiential/phenomenological dimension (0-2.4%), existential well-being (0-3.7%), paranormal beliefs (0-0.5%), religiosity-spirituality (0-4%). Values explained the higher percentage of variance. As a result of this study, possible implications for education were considered.