A controlled study investigated the impact of systematic praise techniques on 145 sixth-grade students' self-esteem. Eighty-five students comprised the experimental group, and 60 students made up the control group. The study was initiated in order to explore the link between self-esteem and academic achievement. The attempt to increase student self-esteem consisted of having the classroom teacher follow specific guidelines in providing feedback to students and focusing feedback on student accomplishment in skill areas as opposed to areas of academic achievement. The students were assessed using the Coopersmith Self-Esteem Inventory and the Canadian Tests of Basic Skills. Data were analyzed via a correlated t-test and a two-way analysis of variance to determine differences attributable to the experimental program developed. Results support the notion that gains in self-esteem are likely to be attributable to positive feedback by instructors. (TJH)