Two experiments were conducted to compare the effects of two different experimentally induced orientations toward lesson objectives on teachers' instructional behaviors and the consequent achievement of their pupils. In each experiment, 36 student teachers were randomly assigned to one of two treatments. Each treatment required the teachers to instruct the same course content to a randomly selected group of eight elementary pupils. One group was oriented to teach for a recall objective; the other was oriented toward a concept mastery objective. Both experiments yielded significant differences in patterns of teaching behaviors which were congruent with the specified objectives. The experiments also yielded significant differences between treatment groups in resultant pupil learning. Students in the recall treatment performed significantly better on the recall test. No differences were found on the concept mastery test. (Thirteen tables of statistical data are presented.) (Author/BRB)