The purpose of this study is to find out how elementary school teachers think about the statement of instructional objectives. The methods in this study are observation of class instruction and interview with teachers. The results are summarized as follows. First, elementary school teachers recognize the instructional objectives something directive, passive, authoritative, obligate, and mythical. Second, elementary school teachers show complicated attitudes to the alternative instructional objectives according to the situations in school. With the problem solving objectives, they acknowledge enthusiastic student`s participation is anticipated. But they also feel some burden because it is not easy to design proper lessons for it. With the expressive outcomes objectives, they think students` interest with the topic is very important. It also requires a brawling mood and a lot of time to prepare a lesson for the expressive outcomes objectives.