This study discusses behavioral objectives for the teaching of literature, in terms of three questions raised by the current debate on such objectives: Are behavioral objectives ethically questionable? Can the processes of learning, particularly in subjects such as literature, be expressed in behavioral terms? Are the benefits of using behavioral objectives worth the effort required to develop them? The author concludes that such objectives are no panacea for our educational ills and that many important arguments against them cannot be swept away. Despite these drawbacks, however, work with behavioral objectives should continue because it can have two beneficial effects on education in general and on literature teaching in particular. First, teachers are encouraged to think longer and harder about their teaching goals, and, second, they must look for more adequate ways of determining their success. (Author/AA)