Ways of utilizing behavioral objectives to their best advantage are specified. The purpose of the study is to help educators improve instruction through examination of different approaches to constructing behavioral objectives. Classroom teachers have been convinced that behavioral objectives are "necessary" for the functioning of the "general model of instruction" and that the "general model of instruction" is "necessary" for the improvement of instruction. Five suggestions for properly constructing behavioral objectives are given: (1) making possible the more efficient attainment of the broad general goals of instruction; (2) making it possible for the teacher to use results of learning research in designing instructional experiences; (3) making it possible for the teacher to test hypotheses regarding the effectiveness of different learning experiences for the attainment of the objective; (4) making it possible for teachers to produce findings which can be generalized to facilitate the attainment of similar objectives; and (5) making it possible for the teacher to diagnose and remediate the learning difficulties encountered by students. References are included in the document. (Author/DB)