Congruency testing of stated curriculum objectives and their observed or measured affective behavior counterparts among current students and recent graduates of five nursing education programs revealed discrepancies ranging from slight to extreme. (The programs were representative of the three major types of nursing education: (1) diploma (hospital connected), (2) associate degree, and (3) baccalaureate.) The discrepancies were examined through content analysis of stated program goals, utilizing written summaries of faculty interviews and four testing instruments (Personal Orientation Inventory, 16PF, a Humanitarianism Scale, and a Rokeach Dogmatism Scale). Comparison of stated curriculum objectives with instructor-supervisor-environmental program components indicated that educational strategies of many instructional/supervisory personnel were a probable source of many of the discrepancies. Altering strategies in a direction more congruent to the affective behavior predicted in the curriculum goals, and/or adopting those strategies recommended by a panel of educational experts, improved the observational/measurement indicators of attained affect and, often, instructor-supervisor's interest in monitoring for congruence. The document concludes with 11 pages of testing result data and a two-page bibliography. (Author/BP)