Using 40 male and 40 female part time learners with an average age of 36.6, this program planning study explored relationships between selected learner characteristics and behaviorally stated cognitive instructional objectives (IOs). Variables included age, sex, socioeconomic status, verbal ability, and a measure of learners' goals or learning objectives. Experiment 1 investigaged to what extent contrasting IOs, expressing the same program content, elicit differing judgments of program worth, and to what extent learner characteristics might affect program ratings. Experiment 2 investigated the effect of IOs on achievement (in contrast with a control group without IOs) and the interaction of IOs with individual characteristics. Results suggest that statements of IOs, regardless of program form or content, should be viewed as appropriate or inappropriate for specific categories of learners rather than inherently desirable or undesirable. (Author/LY)