Three hundred and thirty-one undergraduates in education who had not taken educational measurement rated 47 course objectives for importance and interest. Median ratings were positive or neutral for all items. Importance and interest were highly related. The most favored items involved critical analysis of or alternative approaches to measurement procedures; least favored dealt with statistics. Factor-analytic results and differences between males and females, students in elementary and secondary education, and various subspecialties were also considered. Some suggest that attitude may block achievement in measurement. Results show students have definite preferences within the curriculum. However, they enter instruction with an overall positive disposition. (Author)