In two identical experiments, undergraduate students were randomly assigned to study course-appropriate prose learning materials under one of four experimental conditions (two levels of experience with objectives by two levels of possession of objectives). Achievement on objectives-relevant test items was significantly higher for possessors regardless of experience. No significant difference due to experience was found for incidental learning scores. This lack of support for previously-reported findings showing decreased incidental learning for experienced possessors of objectives is attributed to differences in the relevance of the learning materials and the nature of the task conditions. (Author)