This article draws on goal-setting theory to investigate the goals set by experienced principals during their performance evaluations. While most goals were about teaching and learning, they tended to be vaguely expressed and only partially achieved. Five predictors (commitment, challenge, learning, effort, and support) explained a significant level of overall goal achievement for relationship, strategic, and resourcing goals. Achievement of teaching and learning goals, however, was not as well explained by the model. Possible explanations for this include the indirectness of principal influence over what happens in the classroom, and the complexity of goals about teaching and learning. (Contains 11 tables.)