The purpose of this quasi-experimental, quantitative study was to examine the effects of implementing a non-evaluative teacher goal setting process to determine if there was an impact on student achievement as measured by MAP growth scores and if there was an effect on teacher job satisfaction. For this study, teacher job satisfaction was measured by responses to a Likert-like survey at the beginning of the school year and compared to the same survey given at the end of the year after treatment was implemented. Student achievement was measured by NWEA MAP growth data in reading and mathematics at the middle and end of year benchmark period. The study took place in a diverse urban school district outside a large metropolitan city. Data showed that the implementation of a non-evaluative goal setting process did not increase student achievement or teacher job satisfaction. The findings determined that both mathematics and reading growth scores decreased with the program. [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.]