Past research has emphasized the importance of active classroom participation in student learning. However, relatively little research has addressed what variables relate to such participation, especially in the presence of a token economy. This study addressed these concerns. Students received bonus points for classroom participation by asking questions. More than 78% of students participated in the token economy. Non-traditional students, students higher in Extraversion, and students with a Performance Approach or Mastery Approach to school participated more. Contrary to past research, women, people with higher Openness Scores, and students with higher Conscientiousness scores did not evidence higher levels of participation. Surprisingly, higher levels of classroom participation only related to better class performance in Statistics and Applied Behavior Analysis classes. However, students endorsed class participation as important to learning and students may have learned from listening questions asked by other students. (Contains 1 table.)