This study focused on the importance of acknowledging how teachers, whom are working at the very front line of the education field are experiencing and adapting toward education goal ambiguity. For this study, 13 teachers from 3 elementary schools in Seoul region were interviewed and followings are notable results from our study. First, there were consensus among teachers that the general educational goal at the elementary school level should be based on personality development. However, it was found that there are different understandings when it comes to specific practice and guideline from each teacher when trying to achieve the common goal. It was found that teachers often hold different perspectives, between student centered teaching against classroom efficiency, administrative works and various expectations they receive from different parties. As a result, such goal ambiguity allows teachers to practice discretion and autonomy when making decisions inside and outside of their class rooms. Following adapting mechanisms were used in response to such goal ambiguity which are, simplification and standardization, arbritrary prioritization of tasks and resources, acceptance of different role expectations, persuasion and application and client redefinition. According to these results, it can be concluded that professionalism where it guarantees autonomy and discretion of teachers is the most important factor when delivering the educational goal. Hence this study suggests that strengthening autonomy and accountability in teacher training scheme is needed and at the same time, leaders in school should provide more efficient in-training policy for their employees and encourage building cooperative organizational culture.