The construction of developmental objectives (OD) and attainment targets (AT)in primary education and the settled agreements within a Flemish decree have emerged a lot of controversy about the legitimate interpretation of these objectives and targets. Not only do several curriculum documents of umbrella organisations (OVSG,RAGO,VSKO) differ in their interpretation of DO/AT, also the ways in which they are translated into learning materials do have an impact upon the realisation of these objectives and targets in primary education. Teachers' and principals' perceptions about the utility and value of the DO/AT in primary education can put the so called legitimate interpretation of these goals further under pressure. Teachers and principals are crucial mediators between interpretation and realisation of DO/AT in education. In their daily practice they express in a way their implicit (professional practice) or explicit (reflections about learning and teaching) attitudes towards these objectives and targets. A survey-research is proposed in order to give evidence-based answers to the following main research questions: (1)in which ways do teachers and principals appreciate the DO/AT; (2)in which ways can the OD/AT be viewed as directional criteria. The forthcoming evidence-based results of this research could be used in the democratic dialogue about the utility and value of DO/AT in education.