For students with disabilities, annual goals are the nuts and bolts of the everyday program outlined in their individualized education program (IEP). According to the Individuals with Disabilities Education Improvement Act (IDEA) of 2004, a present level of performance with measurable annual goals must be outlined in a student's IEP. Goals should reflect the IEP team's decision about what is important to the student's education and should be established based on the direct correlation of the student's present level of performance and unique needs. In addition, IEP goals should be linked to state and national standards. Without question, individual goals are a statement of what can be reasonably expected from students with disabilities. Since the first laws regarding the education of students with disabilities were passed in the 1970s educators have written IEP goals for the students they teach. As requirements changed over time, IEPs became more and more detailed and overwhelming. In many districts IEPs have become cumbersome, merely a compilation of goals for various areas that have no connection from year to year. In response to the demand and inherent problems, comprehensive web-based IEP programs and goal banks have been developed to help manage special education students' information and programs. However, very little information is available in the special education or physical education literature about the use of goal-bank programs to write IEP goals. For this reason, the authors have gathered information at various conferences and forums across New York State and Maryland to determine what adapted physical education teachers perceive as advantageous and disadvantageous when using IEP goal-bank programs. In addition to listening to physical educators, an executive of a commercial goal-bank publisher was contacted as a resource. (Contains 3 tables.)