The comparative effectiveness of two student monitoring and reinforcement strategies was assessed among primary school students. The 50 participating students met in a multi-purpose instructional center during one of two sessions for academic periods of 30 minutes, three times a week. Students were assigned to one of six study groups in the center, one group for each multi-media learning station. Three target behaviors were identified and measured utilizing a variety of data collection procedures; the behaviors investigated were start up time, appropriate utilization of instructional hardware, and group decorum. Data were first collected during a teacher-monitored baseline condition. Subsequent interventions consisted of student-leader monitoring and student self-monitoring procedures. Across both interventions a token economy was introduced that allowed students to choose free time in the center as reinforcement. Results indicated that, in comparison with teacher-monitored baseline performance, both student monitoring strategies improved student behavior. Student-leader monitoring was more effective than student self-monitoring in managing the three targeted study behaviors. It is suggested that primary grade teachers might delegate to trained, student-leader monitors many managerial responsibilities that are related to study behaviors. (RH)