Lack of effort is a major reason for non-success among students in remedial mathematics, and the presence of a reward or an incentive may increase motivation in this learner group. A survey investigated the attitudes of 421 students toward incentive options in a competency-based remedial algebra course at Iowa State University. Students rated the following incentives according to a seven-point Likert-type scale and a paired comparison questionnaire: awarding of course credit to count toward graduation; awarding of course credit not to count toward graduation; preference during course registration; release from required class attendance; opportunity to serve as tutor; posting of names of those who achieve high module scores; verbal praise from the instructor; reporting of module success to advisor; reporting of module success to parents; and no reward. Course credit to count toward graduation received an overwhelmingly favorable reaction. Only two other incentives received favorable responses: "preference during course registration" and "release from required class attendance." Results indicate that few of the rewards consistent with a competency-based system may be effective with students in remedial mathematics. Fourteen references are listed. (Author/LMM)