Following the achievement goal theory, this four-wave study investigates the stability and change of multiple goal profiles of students who transitioned twice during one school year from a teacher-directed to a digitally equipped, self-directed learning environment. Four goal orientation values (mastery goal, performance approach, performance avoidance, and work avoidance orientation) were used to determine different multiple goal profiles using person-centered methods guided by the question of how a shift in the students' responsibility for learning their motivation would impact them over time. Using questionnaire data from 754 German students (MAge at the outset= 13.56; SD= 1.2; 49.4% female), latent profile and latent transition analyses were performed. The results of the latent profile analysis reveal five different motivational patterns at time 1.(1)" work avoidance-oriented"(7.5%);(2)" mastery-oriented"(16.1%);(3)" indifferent"(25.9%);(4)" success-oriented"(14.4%); and (5)" performance avoidance-oriented"(36%). The results of the latent transition analysis revealed that with the first interval of a digitally equipped self-directed learning environment (time 2), the" performance avoidance-oriented" profile vanished and was replaced by the" mastery performance approach-oriented" profile, with the result that the rest of the four profiles remained until the end of the school year (time 4):(1)" work avoidance"(6.9–7.5%);(2)" mastery-oriented"(16.1–19.5%);(3)" indifferent"(25.9–31.5%);(4)" success-oriented"(13.6–14.1%); and (5)" mastery performance approach-oriented"(28.0–30.5%). Except for the" work avoidance-oriented" profile, the probabilities of staying in the same profile were relatively high. During the first shift to self-directed learning, the patterns changed to focus more on mastery and success.