This study compared the achievement and attitudes of twelfth-grade PSSC physics students when they were given lists of behavioral objectives as compared to when they were not given these lists prior to instruction. Five classes of students were involved, one class remaining a control group throughout the 20-week experiment. Students were administered posttests to determine achievement levels and to determine advantages and disadvantages of being given behavioral objectives prior to instruction. From the results obtained, the investigator concluded that physic students viewed instruction more favorably when given written behavioral objectives prior to instruction as opposed to when they were not given behavioral objectives prior to instruction. (Author/CP)