University instructors' goals for teaching are important for teaching quality. However, studies examining factors that shape instructors' goal adoption are lacking. Using data from 785 instructors, we investigated whether implicit theories (ITs) about the malleability of intelligence constitute one such factor. Following achievement goal theory (AGT) and Dweck's achievement motivation framework, we analysed whether differences in teaching goals are attributable to differences in ITs, and whether goals mediate the relation between ITs and instructional quality. Structural equation modeling (SEM) yielded the expected relations between goals and instructional quality (positive for mastery and performance-approach goals; negative for performance-avoidance and work avoidance goals). As hypothesized, stronger endorsement of incremental ITs was positively related to mastery, and negatively to work avoidance goals. However, ITs were unrelated to performance goals. Indirect effects of ITs on teaching quality via goals were significant but rather weak. Implications for research and fostering teaching motivation are discussed.