This study was an investigation into instructional strategies considered to be the most efficient in the achievement of defined educational aims. Specifically the purpose was to determine teachers' ratings of the importance of certain cognitive, psychomotor, and affective objectives of foreign language (English) instruction in Finland. These ratings were obtained by means of a questionnaire sent to teachers of elementary, intermediate, and advanced English throughout Finland. The differences in responses were attributed to the varied personal-social background and training of the teachers. Statistical analyses and comparisons of the ratings at all levels are given in detail. The objectives in the cognitive and psychomotor domains dealing with spoken language as content and knowledge and perception as pupil behaviors were rated as the most important at all levels. None of the affective objectives were considered unimportant. The most important objectives at each level were those connected to content. Extensive bibliographic references and appendixes of statistical data are included. (LG)