The effects of specificity and position of written instructional objectives on learning from an audiotaped lecture were investigated using materials from Rothkopf and Kaplan (1972). Subjects received either specific or general objectives before or after the four sections of the lecture. A control group received no objectives. Vocabulary items used throughout the experiment served as the covariate in analysis. Results indicating a departure from previous findings on the use of objectives with written text showed that the before position increased intentional learning over the after position. Incidental learning was significantly higher than intentional learning for treatment groups combined and particularly for the after groups. (Author)