Two studies (one longitudinal) were designed to extend Butler's model of teachers' goal orientations for teaching. In Study 1, results from 281 teachers in Germany confirmed the predicted four-factor model comprising mastery, ability-approach, ability-avoidance, and work-avoidance goal orientations. As expected, mastery orientation and work avoidance emerged as positive and negative predictors, respectively, of adaptive patterns of instruction (mastery-oriented practices and cognitive stimulation) and high interest in teaching and low burnout; associations for both ability orientations were less consistent. In Study 2, 69 Israeli teachers completed the measures of instructional practices, interest in teaching and burnout several months after reporting their goal orientations. Results were very similar to those of Study 1. The two studies confirm that research on teachers' goal orientation is promising and has implications for understanding how teacher motivation might influence both teachers and their students.