The meaning of objectives in geographic education and the need to structure objectives in some hierarchical manner are presented in this paper. Discussion in past years centered on the teaching of general objectives in geography classes. During the last twenty years, however, geography instructors realized that objectives may be at various levels of generality or specificity and this led to a focus on behavioral objectives. Bloom's Taxonomy was used in an attempt to structure the objectives of geography teaching into a hierarchy from the point of view of the intellectual abilities required to achieve these objectives. However, such a hierarchy is incomplete if examined from the point of view of a teacher attempting to structure a geography course. This hierarchy structure disregards the idea that concepts of widely differing intellectual levels may be involved, ignoring the data of a relationship between concepts and levels of operation. It is suggested that a logical structure exists in which more complex concepts are based on an infrastructure of simpler ones. Therefore the development of a geography course could depend on a close analysis of the logical structure of concepts and principles inherent in the topics taught, and on their careful arrangement as a series of hierarchial performance or behavioral objectives. (SJM)