This article explores goal setting as a teacher development practice in higher education. It reports on a study of college teacher goal setting informed by goal setting theory. Analysis of study participants' goal setting practices and their experiences with goal pursuit offers a framework for thinking about the kinds of goals teachers might set in university settings. This analysis also sheds light on potential factors that help and hinder goal achievement, especially goal commitment and self-efficacy. The article concludes with recommendations related to these areas. The overall aim of this article is to assist teachers and teaching supervisors who may be interested in using goal setting to foster growth in teaching.