This longitudinal study analyzes middle school mathematics pre-service teachers' development of teaching goals. The Teaching Goals Inventory (TGI) (Angelo & Cross, 1993) was administered on four occasions: pre- and posttest summer 1, end posttest end of spring, and posttest end of summer 2. The data were analyzed for consistency and changes from one administration to another. The participants were part of a teacher preparation and master's degree program. Most selected the higher order thinking skills as their essential goal cluster, and demonstrated some changes in their goal selection from one administration to the other. Implications for pre-service teacher preparation programs were included. (Contains 3 tables and 1 figure.)