Because an English-as-a-second-language (ESL) teacher in Pennsylvania observed from the intake questionnaires completed by her students that many ESL students lack short- and long-term goal-setting skills, she undertook an action research project to help ESL students develop the short- and long-term goal-setting skills needed for educational, personal, and career application. She established personal interview sessions with students, had students begin journals, and conducted question-and-answer sessions. She also developed activities to improve students' listening skills. The activities were designed to be sensitive to the different cultural backgrounds of the class's Hispanic, Asian, and Middle Eastern students. During the course of the 6-week project, the student processed the procedures for setting short-term and long-term goals. At the beginning of the project, students could not seem to mesh educational and personal goals. As they worked on specific goals, however, they began to see the relationship between career, educational, and life goals. Students' independence in filing out forms and telling the instructor what they needed to learn in English also improved. (Appendixes constituting approximately two-thirds of this document contain the following five items: a list of strategies for setting goals and objectives; an intake questionnaire; a planning questionnaire; four single-goal short-term activity records; and a listening skills exercise.) (MN)