A study examining the relationship between the importance of instructional goals and instructor use of instructional strategies based on the five stages of group development (orientation, norm development, conflict, productivity, and termination) is reported. Instructional design is concerned with prescribing methods of instruction based on objectives, subject matter, and process. To determine a relationship between goals and strategies, two questionnaires (for teachers and students) were developed. Both had 10 statements on instructional goals and 24 on instructional strategies. They were completed by 54 college instructors and the students in each of their classes in seven liberal arts colleges in northeastern Ohio. The main purpose was to determine if a relationship existed between instructional goals and instructional strategies based on the stages of group development. The positive correlations indicated that goals and strategies varied in the same direction. The lack of relationships between subject matter mastery goals and strategies may be due to the goal statements used and the fact that college instructors do not use group process strategies to achieve subject matter mastery goals. There seems to be a lack of internal consistency for the goal statements which limits the use of the statements for other studies. Study results provide a rationale for development of a taxonomy for events of instruction that relate goals and strategies. Instructional design should identify ideas from other models of curriculum and instruction. Contains 31 references.(SM)