Although literature on educational objectives dates back more than 50 years, the last 20 years have seen a renewal of interest in objectives. The taxonomy approach currently in use expresses objectives in terms that are evidenced by pupil behavior. This approach deals with objectives that relate to three separate domains of learning: Cognitive, affective, and psychomotor. Although the domains are analytically separate, in reality they work together. Curriculum guides indicate that the majority of schools fall between an all-inclusive approach and a highly specific approach to stating objectives. The literature also contains groupings of objectives as ultimate and immediate, or as general and specific. Several sources state that curriculum theory is limited by the functions educational objectives perform. Too many objectives attempt to prescribe and predetermine the behavior of the next generation. Teachers perform a more specific role, administrators a more general role, in relation to objectives. Belief in a particular learning theory does affect the process of stating objectives. (MLF)