The purpose of the dissertation was to determine the extent to which selected cognitive objectives related to consumer decision making were considered essential for undergraduate home economics consumer education courses. Included were the identification of consumer education concepts in high school courses, the development of a set of cognitive objectives related to decision making, and recommendations for the teacher education program. Participants in the study were college and secondary home economics consumer education teachers, teacher educators, and State supervisors in nine States. Data were collected by a questionnaire consisting of 21 cognitive objective statements with a rating classification and a background information sheet for participants. Questionnaire responses were tabulated and analyzed according to type of respondent and ratings. Analysis indicated that cognitive objectives related to decision making are considered essential or desirable for the undergraduate home economics consumer education courses since 20 of the 21 objectives were rated essential or desirable by 60% or more of the respondents. As a result of the study it was recommended that undergraduate home economics consumer education courses be required for those preparing to teach home economics at the secondary level, with emphasis on concepts related to consumer decision making. (Author/MF)