Part of the AIR Career Education Curriculum Development Project, the paper is directed to assisting teachers with a step-by-step procedure in preparing instructional objectives for career education programs. Clearly defined objectives are useful in providing: direction for teacher and learner, opportunity for questioning traditional educational practice, rationale for curriculum materials selection, and assistance in assessment. Elements to include in an acceptable instructional goal are: (1) population or target definition, (2) activity specification, (3) conditions description, (4) time specification, and (5) competency or criterion designation. Two useful classifications for categorizing instructional objectives are organization by class inclusiveness (level of specificity) and taxonomic classification (hierarchical categorization). Three descriptive categories designating class inclusiveness are: general objectives, subordinate objectives, and performance objectives. The taxonomic framework of Bloom relates to the: cognitive domain (knowledge, comprehension, application, analysis, synthesis, and evaluation); affective domain (receiving, responding, valuing, organization, and characterization by value or value complex); psychomotor domain. Half of the document traces specific steps in preparing general, subordinate, and performance objectives according to Bloom's taxonomic classification. To work toward continuous student progress, objectives need to be child-oriented and geared to the progress of students as individuals rather than as groups. (EA)