The present study aimed at identifying the effect of providing students with instructional objectives on their immediate and delayed achievement in the Fiqh Unit of the Islamic Education Course for the second semester, first year secondary. More specifically, it aimed at finding answers to the following questions:: 1. What is the effect of providing first year secondary students with instructional objectives in the Figh Unit of Islamic Education on their immediate achievement? 2. Are there any statistically significant differences between the performance of the experimental group students and the control group students in the different levels of instructional objectives in immediate achievement? 3. What is the effect of providing first year secondary students with instructional objectives in the Fiqh Unit of Islamic Education on their delayed achievement? 4. Are there any statistically significant differences between the performance of the experimental group students and the control group students in the different levels of instructional objectives in delayed achievement? To answer these questions, the researcher prepared a list of instructional objectives derived from the fiqh unit and the teacher manual. This list was submitted to a jury judgment. An achievement test was then designed for measuring immediate and delayed achievement. Its validity was also established through submitting it to jury judgment, and its reliability was established using Cronbach's Alpha Reliability Coefficient which reached (.85). A sample consisting of 62 first year secondary students from Al-Batinah North Region was selected and divided into two groups: an experimental group provided with instructional objectives and a control group not provided with those objectives. The experiment continued for five successive weeks. The achievement test was administered twice: immediately after the end of the experiment and three weeks later, The major findings of the study are: 1. There was a statistically significant differences between the experimental group and the control group in both immediate and delayed achievement in favor of the former. 2. There was also a statistically significant differences between the performances of the two groups at the lower order level in the delayed achievement in favor of the experimental group. 3. There were no statistically significant differences between the performances of the two groups in the delayed achievement at the higher levels.. A number of recommendations were made. Instructional objectives should be given due care in teacher training and teacher education programs. Learners should be provided with instructional objectives in teaching Islamic education. A number of recommendations for further research were also made. A need is felt for replicating the same study in other domains of instructional objectives: the affective domain and the psychomotor domain. A need is also felt for further studies focusing on the effect of providing learners with instructional objectives on creative and critical thinking, self-learning, co-operative learning, and the skills of classroom management.