Helping students take active responsibility for their education may depend on how well educators link their classroom goals with the goals students hold for themselves. Goals are not fixed, but change as individuals change. Helping students revise their goals and improve their control of behavior are valid educational goals. Most institutions collect information about broad student goals as they enter, but few measure how they change from entrance to graduation. Current efforts to measure student outcomes foster the connection of goals and outcomes at course and program levels. Research on student goals continues to have a psychological orientation. Recent research has identified goal attributes, such as specificity, clarity, source, commitment, and temporality. that may be helpful in better defining goals or relating college experience to goal attainment. Ideally, an inventory of student goals for achievement in particular courses would include broad goals, expectancies, self-concept, and goals specific to the course type. Faculty can use course-level goals to improve teaching by understanding the diversity and intensity of student effort in a particular class, apply teaching approaches appropriate for student expectations and interest, and refine the assessment process. An inventory will soon be available for use by classroom teachers and researchers. Appendixes list broad student goals identified in several major surveys as well as details of some common typologies. Contains about 220 references. (MSE)