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The study of teachers’ achievement goals has only been included recently in international literature, and for the moment, does not use the latest evolution of the model organised around six goals. This research uses it in relation to the context of working in a “difficult” establishment and to the seniority of the teachers. Results showed on one hand that teachers who worked in an educational establishment labelled “ECLAIR” (Écoles, collèges et lycées pour l’ambition, l’innovation et la réussite – Schools, Colleges and High Schools for Ambition, Innovation and Success) had lower scores in task-approach goals and higher scores in other-avoidance goals than those who did not teach in this type of establishment. On the other hand, the teachers with the greatest seniority had lower scores in the self-approach, other-approach and other-avoidance goals than those with lower seniority. Finally, the effects of interaction are identified in certain achievement goals between the gender and the seniority of the teachers, and between the seniority of the teachers and the type of school.