To date, limited research has been done examining and evaluating the instructional wrap for using learning objects effectively. The current study examined instructional strategies used by 15 teachers to integrate learning objects into 30 secondary school classrooms (510 students). Four key areas were examined: preparation time, purpose for using a learning object, integration strategies, and time spent using a learning object. A small, but significant, correlation was observed between preparation time and student attitudes toward learning objects. When the purpose of using a learning object was to introduce a concept before a formal lesson, motivate students, or teach a new concept, student attitudes and performance were significantly higher. On the other hand, choosing to use a learning object after a formal lesson or to review a concept resulted in significantly lower student attitudes and performance. Regarding integration strategies, providing a guiding set of questions was associated with more positive student attitudes and increased performance, whereas allowing students to explore on their own (without direction) and class discussion after use led to significantly lower student attitudes and performance. Finally, time spent using learning objects was inversely correlated with student attitudes and performance. It is reasonable to conclude that decisions about instructional wrap had a significant impact on the effectiveness of learning objects in a secondary school environment. (Contains 4 tables.)