This report (a product of the Teacher Beliefs Study) examines several different frameworks for conceptualizing and studying teachers' goals and their relationship to classroom practices. The report begins with an examination of the manner in which goals have been conceptualized by different research programs in the field of teacher thinking research. A case study is then presented of one teacher's classroom and her goal statements and explanations for her actions (drawn from classroom observations, loosely structured interviews and stimulated recall interviews). The report then describes how the evidence in the case study might be usefully conceptualized in terms of two current models of cognitive processes (script- and schema-theory). Conceptual and methodological difficulties entailed in using such models are then raised, and the report concludes by presenting an alternative framework for conceptualizing the linkages between teachers accounts of their goals and their actions in the classroom. (Author)