Successful curriculum implementation depends partially on agreement between developers and teachers regarding the relative importance of the objectives of the program. This paper analyzes the ratings of the relative importance of various stated objectives of an elementary science unit by developers, teachers, and outside evaluators. The rating system used is based on the number of activities provided in the materials, related to each objective. Results indicate significant discrepancies between the ratings of the developers and the teachers compared to the evaluators. The reason for this includes too little emphasis on the clear establishment of priorities in the development of the curriculum itself. It is suggested that teachers need to realize the importance of establishing priorities in teaching objectives and to develop a more discerning approach in their own perceptions of priorities as ways to minimize the phenomenon. (Author/MA)