A study was conducted to ascertain whether the use of behavioral objectives in the conduct of a child psychology course would be more effective as an instructional delivery system than the traditional lecture-centered, note-taking approach. An experimental group received instruction in child psychology by means of the behavioral objectives approach while two control classes received traditional instruction in the same subject. Students were not randomly assigned to any of the three groups; the experimental and one of the control groups were similarly composed of traditional college sophomores, while the other control group consisted principally of mature upper-middle class females. All students were pre- and post-tested and tested on each of four course units. Additionally, an analysis of student persistence was made for each of the three study groups. Results of the study showed: (1) students in the experimental group out-performed students in the control groups on both the post-test and the unit examinations; (2) more students persisted to the end of the course in the experimental group than in the control groups; and (3) students in the experimental class rated their instructor higher than did students in the control classes. It was suggested that the study be replicated to control for the variable of instructor personality in influencing such ratings. Tabular data are presented throughout the report relating to student performance on tests. (JDS)