To motivate slow learners and discipline-problem pupils to improve their writing skills, a reinforcement program was developed in Baltimore, Maryland, modeled on an earlier program which created a school environment operated like the business world. Upon successful completion of assigned tasks, the experimental group, 24 eighth graders, were given points in the form of currency, exchangeable for sweets or special privileges. To encourage students to seek more abstract goals, a progress chart served as a secondary reinforcer, motivating students to seek success itself instead of concrete rewards. The success of the experiment was measured through group and individual comparisons with two control groups, one of slow learners and the other of low-regular learners. As measured through objective testing as well as through the teachers' subjective assessments of their subjects' overt classroom behavior, the experimental group made superior progress in writing skills while acquiring independence and a willingness to attempt the unknown. The experiment indicated that a systematic program of concrete reinforcement is practical and effective in changing the learning styles and behaviors of previously unmotivated students. (DD)