The purpose of this study was to determine whether the use of behavioral objectives in teaching poetry to ninth graders results in understanding on all cognitive levels and response on all affective levels. Four heterogeneously grouped ninth grade classes were randomly selected and assigned so that all four classes were involved in testing, and two classes were involved in treatment. The treatment classes were taught a poetry unit utilizing behavioral objectives. Pre- and posttests consisting of six items on each cognitive and affective level were administered. Results of the study revealed a significant change in understanding of poetry on each cognitive level and in response to poetry on each affective level. It was concluded from the study that use of behavioral objectives in the teaching of poetry does not inhibit learning, and it was recommended that further research be conducted to determine any possible positive learning effects due to the use of behavioral objectives. (Author/LL)