As research on achievement goals has increased, so has the number of ways to measure goal orientation. In this article, we focus on the Patterns of Adaptive Learning Scales. A translated and adapted version of a subsection known as the Teacher Scales: Perceptions of the School Goal Structure for Students is examined in terms of factorial validity, internal consistency reliability, and distributional characteristics among Turkish teachers. The results show that the Turkish version of the subsection exhibits a construct similar to that of the original; internal consistency reliability was also sufficient. In this context, the adapted version of the Teacher Scales can be used as a valid and reliable instrument in related fields in Turkey. (Contains 2 figures and 3 tables.)