Achievement goals of school teachers are relevant for their cognition and behaviour at work. To facilitate an orientation towards favourable achievement goals, we developed an intervention approach based on features of effective professional development courses for in-service teachers. At three workshop days, we focussed on knowledge on achievement goals of school teachers, and practiced its implementation. To this end, teachers twice received feedback in regard to their teaching. Additionally, a diary approach was used to support reflection of personal goal setting. For the purpose of evaluation, we implemented the intervention with teachers from secondary schools. Specifically, 40 teachers participated in a treatment group, and 29 in a control group; including their altogether 1172 students. We conducted a pretest, a posttest, and a follow-up test (three months after the last workshop day). Analyses revealed high subjective learning gains, a strongly perceived usefulness, and high satisfaction of the teachers in regard to the intervention approach. However, no treatment effects could be detected in analyses on teachers’ achievement goals, student rated instructional behaviours (i. e., perceived classroom goal structures), and motivation of the students. Based on these findings, we discuss consequences in regard to the conception and evaluation of prospective teacher trainings.