The authors argue that the affective is the most-overlooked of the three domains identified by Bloom & Krathwohl's committees. Research suggest the affective domain is the gateway to learning, yet the cognitive and psychomotor domains take precedence. Some complexities of the affective domain are neglected. They further suggest that many college course outlines and lesson plans with affective outcomes fail to indicate how these will be taught and evaluated. They offer reasons, both historical and current, for this shunning of the affective domain, and indicate ways in which college faculty may begin to pay more attention to the affective domain of curriculum design implementation and evaluation.