Educational objectives were developed for an undergraduate electrical engineering curriculum. The courses studied were computer programming, electrical science, electrical networks, electronic engineering, and engineering communications. The courses were analyzed in terms of purpose, content, and objectives. Definitive problems for each course were decided upon by professors responsible for each course. These problems represented the most complex types of questions a student would be able to solve after completion of the course. Therefore, these problems became the educational objectives for electrical engineering students. Each course was then described in terms of these difinitive problems. The student was evaluated in terms of his own performance, independently of the performance of other students. It was concluded that specified educational objectives served as guidelines for teachers in the selection, revision, and presentation of course materials. These objectives also acted as guidelines for the students in the assessment of goals. The major objectives of this engineering education system have paved the way for treating curriculum design as a system engineering problem. (BRB)