Project teams are a mainstay in both organizations and business schools. Despite their popularity, instructors and students often express dissatisfaction regarding assigned student team projects. In this article, we examine the effects of influence tactics available to instructors (collaborative assistance and rational persuasion) and individual student outcome valence on goal commitment for assigned team projects. Data were collected from upper-division students majoring in business administration at a large public university to examine the roles that instructors and students alike can play in increasing individual student commitment for assigned team projects. Results indicate that both instructor collaborative assistance and rational persuasion are related to individual student value placed on assigned team projects and also that this value affects overall project goal commitment. We suggest these results provide insights to assist instructors and students for increasing overall levels of student goal commitment in assigned team projects.