In this abridged talk concerning the preparation of behavioral objectives for foreign language learning, the author expounds on procedures considered necessary for curriculum development. The four-step model includes: (1) specification of objectives, (2) pre-assessment of previously acquired skills or knowledge, (3) determination of instructional sequence, and (4) student evaluation. Attainment of instructional objectives as the goal in the teaching and learning relationship is stressed in the article. The Instructional Objectives Exchange at the University of California, Los Angeles (UCLA) is also treated. Discussion of performance tests of teaching proficiency developed at UCLA involving experienced teachers, housewives, television technicians, and garage repairmen concludes the article. (RL)