Since 1918 the relevance of utilizing behavioral objectives in classroom planning has been a source of debate among educators. Some authors (Morrison, 1965; Wittrock, 1969; Eiss, 1970) have suggested that a clearly stated objective may positively influence the instructional process. Others (Anderson and Gates, 1950; Krathwohl, 1965) cite various levels of specificity that may be obtained when behavioral objectives are a primary foundation of the instructional process. Evaluators (Tyler, 1951; Ammons, 1962; Michael and Metfessel, 1967; Popham and Baker, 1970) suggest that the behavioral objective may be relevant in classroom measurement. While the behavioral objective has been applauded by some, others (Eisner, 1968; Ebel, 1970; Macdonald and Wolfson, 1970) have evidenced much skepticism regarding this issue. In reviewing the vast body of literature dealing with this topic, the author became extremely interested with articles dealing with the training of teachers to utilize behavioral objectives in classroom planning. While many authors (Baker, 1967; Gilpin, 1962; Bemis and Schroeder, 1969; Openshaw, 1965; Hite, 1968) have suggested ways of educating the teacher in the development of behavioral objectives, few cited ways to measure this knowledge. Therefore, the Behavioral Objectives Writing Skills Test (BOWST) is designed to provide an estimate of the elementary teacher's ability to write behavioral objectives. This instrument, which requires the teacher to develop three behavioral objectives for each of four hypothetical classroom settings, has wide utility as a teacher training tool. It may be administered as both a preand post-test in either in-service or pre-service programs which attempt to measure the ability of teachers to write behavioral objectives. The BOWST has the following advantages as a measuring instrument: ( 1 ) extensive preparation is not needed for its administration or scoring; (2) it is untimed and therefore is not a speed test; (3) no oral response is required; and (4) alternate forms of the test are provided to facilitate repeated measures.