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Three hypotheses were tested in this 6-week study: a) training in systematic application of strategies designed to reinforce desirable pupil behavior would enable the teacher to develop and maintain classroom control and increaze pupil learning; b) desirable pupil behavior thus produced could Joe transferred from one classroom to another in which the teacher WAS not using the strategies; and c) pupils would respond to the change in teaching strategies despite previous histories of disrup-ive behavior. In addition to utilizing a token reinforcement program, the design emphasized teacher training, involved the manipulation of surrounding conditions and curriculum variables, and employed video tapes both in training and in subsequent measurement and analysis. The token reinforcement system, which enabled students to use points earned for desirable behavior to purchase various items, was introduced tc Room B--half of a classroom of 18 students. Students in Room A earned desirable behavior points in order to gain entrance to Room B. During the course, desirable pupil behavior increased approximately RI. The reinforcement rates of both teachers increased. Desirable pupil behavior was found to be a function of teacher reinforcement. The results of the study support the hypotheses tested, but further research is needed to reach a greater level of sophistication in the definition of teaching techniques that work. (HME