This study investigated the differences in learning and retention of students informed and not informed of behavioral objectives and the learning hierarchy of a unit of instruction. The subjects were 88 elementary education majors at Towson State College, Baltimore, Maryland, randomly assigned to four treatments. Self-instructional material for the unit was developed based upon the learning hierarchy. The treatment material, consisting of ten activity booklets, was administered by the experimenter for eight consecutive class days. After completion of the unit, posttests were administered to compare the degree of learning and the amount of retention. The results do not substantiate the thesis that informing students of behavioral objectives and/or the learning hierarchy can enhance their performance on an immediate achievement test. However, giving students statements and examples of behavioral objectives is an instructional method that will result in resistance to forgetting. (Author/EK)