Systematic reinforcement procedures were used to increase study behavior in the classrooms of three beginning teachers experiencing problems of classroom control. Classroom study rates were recorded during a baseline period. During subsequent experimental periods, the teachers changed one or more reinforcement contingencies (teacher attention, length of betweenperiod break, a classroom game) to bring about increased study rates and concomitant reductions in disruptive behaviors. A brief reversal period, in which these contingencies were discontinued, again produced low rates of study. Reinstatement of the contingencies resulted once again in marked increases in study behaviors.Previous studies (Hall, Lund, and Jackson, 1968; Evans and Ozwalt, 1968; Thomas, Becker, and Armstrong, 1968) have shown that teacher-applied contingencies could be used to increase or decrease study rates and academic performance of dawdling or disruptive pupils in regular school classrooms. These studies, like almost all of those which have demonstrated that teacher-applied contingencies can be effective in special education classrooms