Research has shown that knowledge instruction alone is a poor agent for influencing changes in behavior (Bruvold, 1990; Morrison et al., 1994; Valente et al., 1998). Successful outcomes of interventions in education and performance improvement involve more than knowledge gains. Furthermore, a growing body of researchers from different areas have ventured to adopt Bloom's taxonomy of instructional objectives into a multi-construct approach to assessment that evaluates not only knowledge, but attitude and behavioral change as well. As researchers have discovered, however, the assessment of each of these constructs is not without challenge. Issues as simple as defining each construct constitutively and as complex as reliably capturing quantitative data as indicators of the constructs have confounded much of what people know about these constructs. In this article, the authors delineate many of these issues, provide some consistency in terms of how people communicate about these constructs, and provide guidance from the literature regarding methods of best practice when using these constructs to portray a model of outcome-based change from instructional interventions. The knowledge, attitude, and behavior (KAB) approach summarized in this article is one promising method for examining changes and isolating the outcomes that will lead to instructional improvement in any arena of human performance. (Contains 2 figures.)