The purpose of this study was to investigate the effects of the types of cognitive style and the positions of instructional objectives on learning outcome. The main hypotheses tested were: ⑴ There would be no significant difference between preobjective and postobjective group. ⑵ There would be no significant difference between field-dependent and field-independent group. ⑶ There would be no significant interaction effect between the types of cognitive style and learning outcome. ⑷ There would be no significant difference between the position of instructional objectives and the types of learning outcome. ⑸ There would be no significant difference among the types of cognitive style, positions of instructional objectives and the types of learning outcome. Subjects of this study were 80 female junior college students selected on the basis of GEFT (Group Embedded Figure Test). They were assigned to one of four experimental groups; field-dependent with precbjectives, field-independent with precbjectives, field-dependent with postobjectives, field-independent with postobjectives. The dependent variable was the achievement scores on the immediate posttest. To test hypotheses, 2 (types of cognitive style: field-dependent / field-independent) x 2 (positions of instructional objectives: pre / post) x 2 (types of learning outcome: intentional / incidental) repeated-measures ANOVA was applied. The main findings of this study were as follows: 1. There was no significant difference between pre and post objective group in achievement scores. 2. There was no significant difference between field-dependent and field-independent group in achievement scores. 3. There was a significant interaction effect between types of cognitive style and learning outcome. 4. There was a significant interaction effect between positions of instructional objectives and types of learning outcome. 5. There was a significant three-way interaction effect among types of cognitive style, positions of instructional objectives and types of learning outcome.