This study examined the relative effect of participative and assigned goal-setting on team performance quantity and trend. Participants were 30 college students. They were divided into 15 pairs considering individual typing speed. Members in each pair were randomly assigned to the two experimental conditions. Participants were asked to type materials for 19 days. The dependent variable was the number of words typed. The results indicated that there was no significant difference in performance quantity between the two conditions. However, the average percentage of goal accomplishment under participative goal-setting condition was higher than that under assigned goal-setting condition. Also, the results showed that the difference in trend between two conditions was statistically significant.