A model based on organizational theory was used in this study to discover educational goals emphasized by teachers in classrooms and to explore the impact of the social organization of schooling on these goals. Age-grade structure was examined as a possible organizational characteristic influencing moral and technical goals selected by teachers. Technical goals reflect such cognitive emphases as development of reading competency. Development of commitment to societal values is a moral goal. Seventy Chicago teachers in public and Catholic elementary schools were asked by questionnaire to indicate the degree of emphasis they place on learning a set of moral and technical goals in their classrooms. Basic skills, reading, and arithmethic represented technical goals; honesty, cooperation, and citizenship were moral goals. Age-grade level, type of school (public and Catholic), and student composition were independent variables. Teacher emphasis on the six goals were dependent variables. Some evidence indicates that emphasis on basic skills and reading increases as a function of age-grade level, with an accompanying decrease in emphasis on honesty. Expected differences between type of school were not found. Further research is necessary for firm conclusions about how teachers actually select and implement goals. Twenty-one references are appended. (CJH)