This study sought to evaluate the goals and functions of practical tests for undergraduate students in the natural sciences in university distance education (DUE) programs in the Netherlands, and to compare the findings with results from similar research conducted in regard to science practicals at the Open University of the Netherlands (OuN) and traditional university-level education (UE). Fifteen faculty at DUE institutions were asked to rate the importance of 8 general learning objectives, 102 specific learning objectives among which were 64 specific learning objectives and 38 specific end-terms for undergraduate practicals in the natural sciences. The study found that most faculty at DUE institutions approached practicals in similar ways, and that the ability to solve problems, interpret experimental data, and use knowledge and skills in unfamiliar situations were considered the most important general objectives for students at DUE institutions. It also found that although the differences between OuN and DUE rankings were larger than the difference between DUE and UE rankings, the rankings by faculty at each of the three institutions were statistically unique. Sixteen appendixes provide data on the ratings of general objectives, specific objectives, and end-terms by DUE, UE, and OuN faculty. (Contains 22 references, 16 appendices and the survey instruments.) (MDM)