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The laboratory, an integral component of engineering education, can be conducted via traditional, online or mixed modes. Within these modes is a diverse range of implementation formats, each with different strengths and weaknesses. Empirical evidence investigating laboratory learning is rather scattered, with objectives measurement focused on the innovation in question (e.g., new simulation or experiment). Recently, a clearer picture of the most important laboratory learning objectives has formed. Missing is an understanding of whether academics implementing laboratories across different modes think about learning objectives differently. Using a survey based on the Laboratory Learning Objectives Measurement instrument, academics from a diverse range of engineering disciplines from across the world undertook a ranking exercise. The findings show that those implementing traditional and mixed laboratories align closely in their ranking choices, while those implementing online-only laboratories think about the objectives slightly differently. These findings provide an opportunity for reflection, enabling engineering educators to refine the alignment of their teaching modes, implementations and assessments with their intended learning objectives. [ABSTRACT FROM AUTHOR]