In this study of 40 disadvantaged Mexican-American first grade children it was hypothesized that praise from a Mexican-American adult would be more reinforcing to a Mexican-American child than praise from an Anglo adult. Further, it was hypothesized that praise in Spanish would be more reinforcing to a Mexican-American child than praise delivered in English. A bar-pressing task was used to assess the child's continued motivation to perform. The results indicate that examiner ethnicity was a much stronger determinant of bar pressing behavior than the language in which praise was given. Mexican-American children responded more to praise from a Mexican-American adult than they did from an Anglo adult. Results are discussed in terms of motivational and reinforcement considerations. (SBT)