Fifteen inner-city senior English classes in a New York City high school participated in this study of the effect of behavioral objectives on achievement in English sentence skills. Students were pretested with a measure of tolerance of ambiguity and a test consisting of correct sentences, sentence fragments, and run-on sentences. Teachers then began an eight-part unit on sentence structure. Eight classes received behavioral objectives at the beginning of the unit and at the beginning of each lesson; seven classes received no behavioral objectives. Items on the pretest were reordered for the posttest. Analysis of results indicated that the behavioral objectives had a positive effect on the learning of English sentence skills. There was no significant interaction between use of behavioral objectives and tolerance of ambiguity. (Author/AA)