The results of a project to determine how English polytechnic lecturers see their teaching objectives are presented. Development of a behaviorally referenced student feedback questionnaire and the theory behind behavioral referencing are described. The definitions of teaching and learning are explored and the relationship between teaching and relevant learning is examined. A list of 46 behavioral objectives was selected and 81 academic staff from 12 institutions working the areas of humanities, education, arts and design, social studies, business studies, engineering, and science rated the importance of each objective on a five-point scale. Findings show that (1) 24 of the objectives were rated as of major importance on either a majority or consensus basis by at least one discipline area, (2) only one objective (develop ability to work unsupervised) was chosen by every discipline area, and (3) that the choice of major objectives was very strongly discipline-specific. A discussion of the patterns of choice by the different disciplines demonstrates that the pattern is specific for each of the discipline areas and often clusters in either the cognitive, affective, or psychomotor domain. This pattern, it is explained, is not arbitrary, but rooted in the disciplinary culture. (PHR)