The study assumed that an utilitarian list of goals is a primary requirement in developing, implementing, and evaluating prison schools. Participants in the study included a random selection of 26 inmates. Also participating were 87.5 percent of the full-time teachers employed in the prison's educational department and 19 supervisors responsible for prison policy and supervision. Each group was asked to rank the importance of 18 educational goals according to the Phi Delta Kappa educational needs assessment model. Inmates and teachers ranked the 18 goals individually first and then reranked them in small groups of 4's and 5's on a 5-point scale. Supervisors ranked each goal by a process of elimination. The three groups were then compared according to their ranking of goals. Inmates and teachers ranked their first goals within the dimension of developing good character and a feeling of self-worth. Supervisors ranked the intellectual dimension of developing skills in reading, writing, speaking, and listening as most important. Supervisors stressed the social dimensions. There was close agreement between the three groups that job selection, family living, and earning money ranked relatively high. Results indicated a lack of agreement among the groups as to the educational needs at Lucasville, with most agreement occurring between inmates and teachers. Results also suggested that correctional education has not responded adequately to the needs of inmates at Lucasville. Tables, charts, a bibliography (Ca. 50 references), and appendixes illustrating study materials are included.