This study investigated the goal-setting approaches of 11 middle grades teachers during the first year of their implementation of a statewide, personalized learning initiative. As an increasing number of middle level schools explore personalized learning, there is an urgent need for empirical research in this area. Goal setting is a critical aspect of personalized learning and, thus, an important instructional area for researchers to investigate. This qualitative study found five dominant trends in teachers' approaches to goal setting. The researchers analyzed the key features of each approach and then analyzed them using three key elements of personalized learning. The authors offer implications for practitioners and researchers engaged in teaching and research related to personalized learning environments in the middle grades.