Over the last decade, researchers in physical education have turned to several theories to address student motivation and learning in physical education. Although several theories have been explored, Achievement Goal Theory has emerged as a prominent theory for effective interventions in fostering student motivation. The purpose of this feature introduction is to introduce achievement goal theory to teachers, describe teaching methods based on achievement goal theory, and to briefly describe potential concerns teachers face when establishing a task-involved motivational climate. This article discusses the TARGET (acronym for Task, Authority, Rewards, Grouping, Evaluation, and Time) principles used in creating task-involving or ego-evolving motivational climates. It is important for teachers to know that if they use the TARGET approach, each of the principles should be met. Teachers should not develop climates that have partly ego-involving components and partly task-involving components. (Contains 1 table.)