A body of extensive literature has compellingly emphasised that goals play an important role in influencing and directing consumer behaviour. However, Baumgartner and Pieters in 2008 posit that systematic research on goal directed behaviour is still lacking. Thus, the purpose of this paper is to expand on previous studies and take the discussion a step further by providing empirical evidence that (a) illustrate how goals at different levels impact on each other as students' progress through the various stages of consumption; and (b) examines the interaction and integration of resources in goal formation. A quasi-longitudinal qualitative study involving semi-structured interviews was employed in this study. The results suggest a shifting pattern in the goals as students' progress in their undergraduate degree. The implications of these results for theory, practice and future research are discussed.