The purpose of this investigation was to assess the effects of behavioral objectives and criterion evaluation upon the classroom progress of adolescents. Classroom behavior and academic achievement were examined within the experimental setting. In assessing the importance of this study, consideration was given to classroom behavior and achievement of disruptive students, teacher expectations, and modifications of instructional techniques. Two eighth grade teachers participated, and 22 students were subjects. Four observers and one grader recorded data daily. The teachers were trained to write behavioral objectives and to employ criterion evaluation during treatment conditions. Analyses of variance showed significant differences in classroom behavior and in achievement. It was concluded that the use of behavioral objectives and criterion evaluation had a positive effect on the classroom progress of adolescents. It was also concluded that the process of remediation expanded the opportunity for learners to reach prespecified goals. (Author/BW)