At Tacoma Community College (Washington) a chemistry course was taught using instructional objectives. This document describes the course in terms of writing the objectives, instructional procedures and student attitudes. The instructor's overall conclusions were: (1) student reaction to the use of instructional objectives was very favorable; (2) the instructor's role in the classroom had changed from that of lecturer to discussion leader; (3) a very large amount of course preparation time was required for the written materials; and (4) classroom discussions were lively. Data regarding student performance indicated that what was learned using objectives and repeat testing was about equivalent to that learned with the conventional lecture-discussion method. Most of the students felt that it was easier and more efficient to learn using objectives. (RN)