The present study examined the relevance of teachers' individual goal orientations for the attendance of further training and sick leave in the teaching profession. Regression analysis indicated a positive effect of learning goal orientation (i.e., the desire to improve one's teaching skills and knowledge) along with a negative effect of work avoidance (i.e., the desire to keep one's workload as low as possible) on the number of attended trainings. The opposite pattern was seen with regard to the number of reported sick days. These effects persisted even when relevant attitudes (i.e., attitude toward further training) and perceptions (i.e., perceived occupational strain) were taken into account. (Contains 3 tables.)