An empirical study of the effect of behavioral objectivesI was conducted in two sections of microeconomic Principles of Economics, both taught by the same instructor during the Winter quarter 1976 at Kent State University. The objective of the study was to evaluate the success of behavioral objectives on two levels. First, do students learn more economics using behavioral objectives? It was anticipated that student learning might be measured using a standardized exam such as the Test of Understanding in College Economics (TUCE). Secondly, do students using behavioral objectives develop a more positive attitude towards economics? That is, do theyfeel they have learned more? Are they more enthusiastic about the subject? Do more of them continue taking economics courses? These attitudes were surveyed at the end of the quarter. For each student, data were collected on the following characteristics possibly related to student performance-class standing, college of major, sex, grade point average and whether the student had taken high school economics. Part II, Form A of the TUCE examination was administered to each section at the beginning of the quarter and Form B was administered at the end of the quarter. The basic hypothesis, behavioral objectives enhance student learning, was tested using the gap-closing model2 which uses as the dependent variable the ratio of a student's actual improvement to potential improvement on the two TUCE examinations. However, a major weakness of using the TUCE to evaluate learning in controlled experiments derives from the fact that the exam leaves unspecified the objectives for which it tests. Simply stated, the TUCE may be inappropriate for many users because of the differences in emphasis in subject content in the exam and that stressed by individual instructors. To adjust for this problem, an adjusted post-TUCE score was computed for each student using only those questions that specifically matched a behavioral objective used in the experimental section. The resulting model was of the form