Affective learning, psychomotor learning and cognitive learning are three objectives of education; they cannot be completely separated and often one type of objective may be a means of achieving another. This study attempted to begin bridging the gap between the affective objectives and the cognitive-psychomotor objectives in foreign language instruction. It examined the extent to which it is possible to implement certain general and specific affective objectives in various foreign language teaching situations based on cognitive-psychomotor objectives. The questionnaire used for this study asked student teachers to rate the ease of implementation of affective objectives presented in the form of activities occurring in a foreign language class. The following activities and objectives were included: (1) pronunciation; (2) composition writing; (3) practicing structures in writing; (4) writing from dictation; (5) extensive reading; (6) oral practice in structures; (7) intensive reading; (8) listening comprehension; (9) translation; (10) conversation; (11) reading aloud. Subjects were 69 student teachers of foreign languages at the University of Helsinki. The results show what the teachers felt to be the best activities for accomplishing certain goals. Appendices furnish the questionnaire used, explanations of objectives and statistical analyses of the responses. (CHK)