A method is presented for collecting information about the match between students' learning issues in problem-based learning and teachers' objectives. Subjects were 82 second-year medical students at the University of Limburg in Maastricht (Netherlands) in a problem-based curriculum. During a unit on pregnancy, childbirth, and child development, learning issues generated by the students were collected. Twenty-four raters, who were students from the group, were asked to judge the correspondence between faculty objectives and students' learning issues. Results indicate that the method is useful in identifying ineffective problems, problems that do not cause students to generate the appropriate learning issues. It must be remembered that student-generated learning issues define what students are going to study, but it is not certain that they will really result in student learning. Three tables present study findings, and there is an 11-item list of references. (SLD)