HPT research studies and practices have been largely conducted in the corporate setting, leaving education as a neglected context despite its strong emphasis on performance in teaching, learning, and school management. In this study, we examine the application of the HPT standards and their effects on Korean teachers’ performance goal achievement for students. With HPT standards, we also investigate the interaction effect of teacher tenure on the relationship among HPT standards and goal achievement. The Hayes Process Model is adopted to examine the second-stage moderated mediation model. The findings support that the principle standards positively mediate the effect of the process standards on the teachers’ goal achievement, and teacher tenure moderates the HPT standards’ effects on goal achievement. The practical and theoretical implications of the results are discussed, as well as limitations and future research suggestions