The purpose of this study is to explore the connection between two goal theories and to investigate how goals and the goal setting process can have an effect on academic achievement and linguistic and intercultural competence development in the Spanish second language (L2) classroom. Specifically, this study employs achievement goal theory and goal-setting theory to guide participants through the process of goal setting in the Spanish L2 classroom. Participants identified, established, and maintained an achievement goal throughout the course of one semester. Participants were given a pre-and post-test to determine linguistic and intercultural competence scores. Final course grades were also obtained. Results indicate that participants who set goals and actively followed the goal setting process had statistically significantly higher final course grades as compared to those participants who were in the control group (p < 0.05). Participants in the control group significantly decreased in language proficiency scores, and there was no significant change in participants’ intercultural competence scores. The combination of Achievement Goal Theory and Goal Setting Theory create a unique pedagogical tool for use in the Spanish L2 classroom.