To determine whether knowledge of instructional objectives in an adult education program assists the participants to attain these objectives, randomly arranged groups of conference attendees were given three treatments: immediately prior to the conference, group A was provided with the instructional objectives in be havioral form; group B with a general orientation to the program; and group C with a pretest (in order to determine whether there was a change in the behavior under consideration during the conference). Upon the conclusion of the conference, all groups were given a posttest. The hypothesis that the group that was given behaviorally stated objectives would do significantly better on the criterion test than group B was upheld at the .05 signifi cance level. Additional hypotheses are suggested concerning ways in which adult educators may usefully employ behavioral objec tives in program planning and administration.