The major purpose of this study was to ascertain the relative effects of student exposure to instructional objectives upon student self-evaluation of psychomotor activities in a college-level power mechanics course. A randomized posttest-only control group design was used with two different approaches to the statement of the objectives. Four instructional learning packages, identical in composition, layout, and illustrations, related to automotive braking systems were constructed. The only difference was in the statement of the objectives, with half of the students receiving objectives contained in terminal behavior and the other half receiving general objectives. It was concluded that while students who have prior knowledge of instructional objectives can be expected to achieve at a higher level than students who have prior knowledge of general objectives, neither of the two approaches to stating objectives appears to be more effective than the other in terms of self-evaluation. (Author/GEB)