This study investigates what influence a written goal-setting-intervention will have on high school student’s reflection. The main goal of the study is to determine how goal setting influences PE-student reflection during class. To answer the main question, the study will use a phenomenological-hermeneutic approach of collecting data and evaluate on these. The study used identification of meaning units and then the creation of categories relevant to the study’s main question. The main reflection theory used in the study was: Van Mannen (1977), Wackerhausen (2009), Dreyfus & Dreyfus (1986), Schön (1983). The study’s intervention is a four week period and the students will write their goals, focus points and evaluate on these for every PE-class. Observation and interview will be used to gather the empirical data which will be used through the analysis to evaluate if reflection was created by setting goals. The student goal setting sheets will also be included through the analysis and discussion. The study concluded that reflection was created in terms of creating an understanding for PE’s function and learning goals and structure for the student. Furthermore it was concluded that goal setting has multiple positive outcomes including more autonomy and success experiences through a chance from result goals to process goals.This study investigates what influence a written goal-setting-intervention will have on high school student’s reflection. The main goal of the study is to determine how goal setting influences PE-student reflection during class. To answer the main question, the study will use a phenomenological-hermeneutic approach of collecting data and evaluate on these. The study used identification of meaning units and then the creation of categories relevant to the study’s main question. The main reflection theory used in the study was: Van Mannen (1977), Wackerhausen (2009), Dreyfus & Dreyfus (1986), Schön (1983). The study’s intervention is a four week period and the students will write their goals, focus points and evaluate on these for every PE-class. Observation and interview will be used to gather the empirical data which will be used through the analysis to evaluate if reflection was created by setting goals. The student goal setting sheets will also be included through the analysis and discussion. The study concluded that reflection was created in terms of creating an understanding for PE’s function and learning goals and structure for the student. Furthermore it was concluded that goal setting has multiple positive outcomes including more autonomy and success experiences through a chance from result goals to process goals.