The purpose of this mixed methods study was to understand how context may shape multiple goal negotiation. Prior research has focused on identifying variables that influence goal pursuit in general, but little attention has been given to how these principles operate in different circumstances. This study adopted the Dynamic Systems Model of Role-Identity and studied context through an identity lens. The context of the L2 teacher was selected as the focus of investigation, specifically the L2 teacher's pursuit of speaking in the second language for 90% of instructional time while forming meaningful relationships with students. Fifty six L2 teachers participated. The study was carried out over five phases. In the first phase, data were collected in an online survey targeting teachers' contextual variables, goal commitment, goal expectancy, self-accordance, job satisfaction, and perception of goal conflict. In the second phase, teachers were divided into groups based on their perception of conflict between the two goals: misaligned, no effect, and aligned. Chi-square analysis and Fischer exact tests were conducted and the only significant difference between groups was the amount of L2 spoken. A MANOVA, followed by univariate analysis found that the groups differed significantly regarding their level of commitment to the L2 goal, and their goal expectancy for forming relationships. In the third phase, a content analysis of the open-ended responses found that context influenced the goal navigation process, that the most frequent approach to resolving conflict was abandoning the L2 goal, that multifinality is contingent on one's role-identity, and that tension may be conscious or unconscious. In the fourth phase, 14 L2 teachers completed semi-structured interviews, which were used to further explore how role-identity informs goal navigation. Analysis of the transcripts revealed that role-identity has a powerful influence on how teachers manage and construal their goals. In the fifth and final phase, all the data were synthesized, resulting in the implications for researchers, administrators, and teachers. [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.]