This study aims at, from an instrumental means and ends perspective, investigating the possibilities to alternative or complementing teacher attitudes, and also developmental possibilities, in pedagogical teacher work based on management by objectives and result. The findings are described on the basis of several themes that are accounted for in the introduction. The themes are named the steering of the school, rationality, working life and social life in school, and teachers’ intentionality concerning educational planning and proceedings. 11 compulsory school teachers has been interviewed about their attitudes concerning teacher work based on their work with goals and results. An interpretation of meaning has been accomplished with the starting point in the instrumental means and ends perspective. My own reflections and teaching experiences about the restraints and possibilities of the means and ends perspective have been taken into consideration. A delimitation of teachers’ management by objectives and result has been done with reference to pedagogical work together with pupils. Three different modes of attitude can be distinguished from an interpretation of meaning of how the teachers stand in relation to working with goals and result. Each mode of attitude has been illustrated by a role pair. One role in the pair illustrates the attitude’s ideal type while the other role illustrates the opposite of the ideal type. The ideal type illustrates the attitude’s more developed functions while the opposite type shows the attitude’s underdeveloped functions. All together the three different modes of attitude, and their role pairs, constitute what I have called the developmental room in goals and results work’s field of tension. The first mode of attitude is about using a tool to get the pupil to show the result, that is the instrumental attitude. The opposite roles are the craftsman that has a rich variety of tools, and the Do-It-Yourself person that has a poor set of tools. The teacher as a craftsman can choose the best tool to create the goal strived for by taking into consideration many kinds of conditions. Tools can for example be different kinds of ready-made teaching materials, tone of voice, choice of subject content and use of body language. The DIY-person has a more underdeveloped capacity when it comes to adapt the tools to the conditions of the pupil and the teaching situation. The DIY-person force himself/herself upon the material, that is the pupil, with the few tools he or she is capable of using. The relational attitude is about the relation, or the conversation. Teacher and pupil participate as equal partners in a dialogue in order to negotiate about the goals. It can concern the content of the goals as well as with what means they shall be obtained. In the ideal role the teacher acts as a negotiator. In the opposite role the teacher acts as a prescriber. The prescriber seems to participate in a dialogue with the pupil, but mostly the communication is conditional and one-sided on the part of the teacher. The third mode of attitude is an existential attitude where the teacher allows himsel/herself to be exposed to an adventurer. The school activities is an adventurer where events are approaching the teacher. In the ideal role the teacher acts as a adventurer that discovers results. The opposite role is the traveller that more is planning what school events he or she will be exposed to. The developmental room that is used by the teachers seems to be focused to the more underdeveloped roles – DIY-person, prescriber and traveller. Particularly this is suggested to be true for the existential attitude. Finally, the possibilities to a growing towards the developed roles – craftsman, negotiator and adventurer – are discussed.