This study explored higher education level syllabi to identify trends in educational objectives. Bloom's Taxonomy and various strategic models were used to classify 714 objectives from 114 sections of courses administered through a Midwest teacher education institution in the United States. 1229 verbs and verb phrases were classified through the Taxonomy and differentiated between higher and lower ordered verbs as well as measureable and non-measureable learning outcomes. The results indicated that though learning outcomes the objectives are suggestive of higher ordered skills although the syllabi do not adequately provide information on the expected outcomes of the course.