<p>Goal Contents Theory (GCT) distinguishes between intrinsic and extrinsic personal goals and their effects on motivation and well-being, but rarely considers the goals people hold for others. In teaching, existing measures of instructional goals conflate teachers’ personal aims with what they want for students. This study clarifies this distinction by introducing Goals for Others (GfOs), defined as teachers’ aspirations for what they want students to achieve. By adapting an established goal contents measure to refer explicitly to students, we tested whether the intrinsic–extrinsic distinction applies to GfOs and whether these goals are reflected in teachers’ motivating and demotivating teaching approaches. Multilevel path models tested cross-sectional and longitudinal associations. Participants were 76 secondary physical education teachers and their 891 students, with a longitudinal subsample of 38 teachers and 503 students. Factor analysis supported a clear intrinsic–extrinsic structure for GfOs. Teacher reports aligned with predictions: intrinsic GfOs were linked to motivating approaches, whereas extrinsic GfOs were linked to demotivating approaches and declines in motivating teaching over time. Bidirectional effects also emerged, with demotivating approaches predicting shifts toward more extrinsic GfOs and reduced goal setting. In contrast, student reports provided limited support, and longitudinal student models could not be estimated due to insufficient fit. These findings extend GCT by showing that the intrinsic–extrinsic distinction applies to goals people hold for others and that teachers’ aspirations for students predict their self-reported teaching practices. Future work should use larger samples to clarify effects based on student reports and examine teachers’ personal and student-oriented goals simultaneously.</p>