A well-designed curriculum depends on clearly specified objectives. An abuse-avoidance technique can be used to write these objectives. The Air University, charged with building professional competence of officers and airmen, has to determine educational requirements. The curriculum, based on these requirements, usually consists of broadly worded area objectives and specifically worded lesson objectives. Two arguments support the need for behavioral objectives. The first argument is that the proof of learning is a change in behavior, and the second is that objectives stated entirely in generalized terms invite a variety of unintended responses. It is useful to distinguish between statements designed to show curriculum structure and those designed to direct student activities (lesson objectives). Lesson objectives should be stated in terms of expected behavior. Two basic rules in writing behavioral objectives are to sample behavior at higher levels of generality and to list behavior at lower levels of generality. N. E. Gronlund suggests stating specific objectives and teaching and testing specific behaviors. A three-step process, employing an abuse-avoidance checklist, can help in stating objectives: (1) state the goal in broad terms; (2) derive terminal behaviors, and (3) assure consistency. The formulated behavioral objectives offer a basis for student and course evaluation. (CSS)