A model is presented to help educators develop course objectives. The analysis begins with a summary of the approach to general practice teaching on which the course is based. Other topics examined are the approach to the content of the trainee year, teaching and management of learning, and the organization of the practice and the community setting for teaching. For each of these areas assumptions and values are listed, and objectives are separated into attitudes, knowledge, and skills. Learning activities are related to objectives, and what is to be assessed and methods of assessment are also listed in columns in the outline. Criticisms of behavioral objectives, the level of generality of objectives, and different educational uses of specifications of objectives are discussed. (SW)