The question examined by this study was: Are the traditional reinforcers common to many planned programs of reinforcement in the classroom relevant and meaningful to the pupils themselves? Data is reported from a questionnaire administered to seven-year-old pupils, ten-year-old pupils, and their teachers. A discrepancy was found between reward preferences of the pupil samples and those of the teacher samples. Age and attainment level were found to be significant variables related to pupils' reward preferences. Ten-year-old pupils placed more emphasis on nontangible reinforcers than did seven-year-old pupils. Ten-year-old pupils of high attainment level placed greater emphasis on nontangible reinforcers than did ten-year-old pupils of low attainment level. Possible explanations and implications of the findings are discussed in this report. (Author/JD)