We conducted a preliminary investigation of a randomized dependent group contingency to decrease disruptive behavior during hallway transitions. Two first-graders, identified by their classroom teacher, participated in this study. A multiple baseline across transitions was used to evaluate the effects of the randomized dependent group contingency on participants' disruptive behavior during hallway transitions. Results indicated that both participants engaged in lower levels of disruptive behavior during the group contingency compared to baseline although to varying degrees.