This report describes a series of ten research experiments over a four-year period on the Teams-Games-Tournament (TGT) instructional process. Chapter I explores reward and task structures used in traditional classrooms, examining their benefits and liabilities, and concludes by proposing alternatives that might provide students with more motivating and satisfying classroom experiences. Chapter II explains that TGT was created with the objective of increasing academic achievement for all children, especially those who have difficulty under traditional task and reward systems. The components of TGT are: teams, games, tournaments, bumping (changing teams), team practice, and weekly newsletters prepared by the teacher announcing team standings and recognizing high scoring individuals. Chapter III summarizes each of the ten TGT classroom experiments to date of this publication. The chapter begins with an overview of and rationale for the TGT research, describing the general research strategy employed. Then, each of the ten studies are reviewed chronologically citing the specific research question addressed, the methodology used, the results, and their implications. Chapter IV summarizes the results and is structured by two major questions: (1) What are the effects of the various TGT structural components on students?; and (2) What are the effects of TGT on students when compared with those obtained using traditional reward and task classroom structures? Chapter V suggests implications of TGT for educators. The evidence collected in the course of the ten research studies suggests that if mass acceptance of TGT occurs, education at many levels and in many subject areas may become more effective in increasing the academic achievement, social growth, and mental health of children. Samples of games and score sheets, and a newsletter, are appended. (MM)