Processes by which teachers may identify behavioral objectives for their students and bring about changes in attitudes and values are examined. An example is presented of the general affective goals of helping students to develop positive self-concepts, appreciate the dignity and worth of others, and value democratic attitudes. It is pointed out that such general objectives should be reduced to specific affective objectives before they can become objects of instruction. The process of examining the characteristics and actions of individuals who possess the desired attitudes and values is described. The teachers' task of designing learning experiences for the attainment and reinforcement of those specified behaviors in students is noted. A discussion is offered on ways in which teachers can evaluate the progress of their students in achieving the selected affective goals. (JD)