This booklet describes a systematic procedure for developing and writing performance objectives for any instructional environment. In developing performance objectives, their six elements must be kept in mind: the learners, the behavior, the areas of instruction, the methods of measurement, the time limits and/or prerequisites, and the level of proficiency. The behavior element is critical in developing effective performance objectives. Too often instruction is given at one behavioral level while testing is done at another. In an effort to emphasize and clarify the levels of behavior, two chapters are devoted to definitions, explanations, and examples of the three behavioral domains and their variables. The three domains are cognitive, affective, and psychomotor. Exercises in critiquing and writing performance objectives are also included. (Author/IRT)