<p>Coaching is a widely used developmental intervention to facilitate goal achievement in organizational settings. While its effectiveness is well-documented, limited empirical evidence exists on how individual differences in goal orientation and situational goal framing influence perceived performance outcomes during coaching. Drawing on goal-setting theory and Dweck’s motivational theory, we investigated whether coaching, as a goal-focused intervention, goal orientation dispositions (mastery or performance), situational goal framing (learning or performance), and their interaction significantly influence individual performance. We conducted a randomized control trial study with 202 coaching clients from 13 organizations. We found strong evidence indicating that coaching is effective regardless of the goal orientation disposition. Notably, goal framing moderated the relationship between coaching and goal achievement, with a learning goal frame predicting higher perceived goal achievement in the coaching group but not in the control group. Conversely, pursuing a learning goal without coaching led to lower perceived goal achievement, particularly among individuals with a mastery orientation. This suggests that working on a learning goal without coaching leads to a significantly lower perception of goal achievement than working on a performance goal, especially when the goal orientation is mastery. Implications of the results are discussed.</p>