In this study the use of puzzles, games, and other instructional adjuncts was explored as part of a statewide evaluation of the California Early Childhood Education Program. Based on geographic, bilingual, and minimum school size criteria, 72 schools were selected for intensive study. Two second and two third grade classrooms were chosen at random from each school. Data were collected by using both naturalistic and structured procedures, including classroom observation, questionnaires, interviews, and achievement measures. Means and standard deviations for proportions of classrooms in which materials were observed in use during reading and mathematics are given as well as the proportion of children who report that they play games after they complete assigned work. Results of regression analyses suggest negative relationships among the use of instructional adjuncts and student performance in reading and mathematics. The negative relationship was especially pronounced among second grade children. A positive relationship between teachers' reports about the availability of materials and student performance was found. Among the conclusions, it is indicated that the motivational value of instructional adjuncts was slight. There was no evidence that the materials were used on a contingency basis. Instructional adjuncts provide a cosmetic method for quickly achieving the appearance of individualization. (Author/RH)