Teacher achievement goal orientation is how a teacher approaches his or her profession and defines success in the differing tasks and goals found within the field. Research in the area of teacher achievement goal orientation has occurred for the last decade. While the findings from previous research suggest that of the four orientations (mastery, performance approach, performance avoidance, work avoidance) teachers should have a mastery goal orientation, it was unknown if a teacher's achievement goal orientation is a fixed trait, quasitrait, or situational-dependent trait. This study used qualitative content analysis to explore if teacher achievement goal orientation is malleable or not. All of the participants in this study did change their teacher achievement orientation. For the main categories in the study (background, pedagogy and content knowledge, administration, colleagues, parents and students, standardized tests, and lesson plans and assessments), participants changed their orientation due to their orientation being a situational-dependent trait. Participants also changed their orientation within the main categories. When the change of orientation occurred in a main category, it was due to the orientation being a situational-dependent trait, a quasitrait, or a mixture of both depending on the main category for the individual. This study also explored situations, events, or environments that caused teachers to be each of the four orientations. While the participants did bring forth themes found in previous research on the orientations, new themes in this study centered on each of the orientations having differing ways of reacting to each of the main categories and how each orientation responds to negative situations, events, and environments. Finally, this study explored if the performance approach and performance avoidance orientation were one or two orientations. Findings from this study suggest that the performance approach and performance avoidance are two separate orientations and that previous conflicting results may be due to teachers with multiple goal orientations convoluting the results. As this study found that teachers are capable of changing their achievement goal orientation, it suggests training pre-service and in-service teachers on achievement goal orientation and on which orientation to utilize in varying professional situations would be beneficial. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]