Using a longitudinal person-oriented approach, this study aimed to examine the prevalence and stability of achievement goal profiles among gymnasium students (N = 794) in relation to their experiences with digital technologies in education. Achievement goal orientations and experiences with digital technologies in education (ICT use in learning and school-based activities, attitudes toward ICT use for educational purposes, flow experience while using ICT, and satisfaction with ICT implementation) were assessed by online questionnaire administered twice, seven months to one year apart. Results revealed four groups of students based on their achievement goal orientation profiles: mastery-oriented, success-oriented, avoidance-oriented and indifferent. In total, 77% of the students displayed identical profiles in both measurements suggesting a substantial stability in goal profiles. The transitions that were observed were mainly from more to less favourable profiles. The comparison of the goal orientation profiles indicated that the mastery-oriented and success-oriented students were generally more inclined towards digital technology for educational purposes, although the differences between the success-oriented and indifferent students were less pronounced at the second assessment point. The indifferent and avoidance-oriented students were less satisfied with ICT implementation. The findings build on previous work on the prevalence and stability of achievement goal profiles among high school students while also offering new insights into the relations between goal profiles and experiences with digital technologies in education.