Resistance and the lack of fidelity or integrity in the use of rewards and praise are commonly cited in the behavioral consultation literature, particularly when teachers are asked to manage student behavior using frequent rewards and praise in a systematic manner. There are multiple potential reasons for resistance and lack of implementation fidelity in general, but three pertain specifically to the use of rewards and praise as commonly prescribed by behavioral consultants: (a) conflicts with teacher's philosophy, training, and educational aims; (b) the teacher's recognition that change is not needed; and (c) the teacher's recognition of the limitations of frequent and systematic use of rewards and praise. As discussed in this article, those reasons often are valid but also can be addressed by consultants and researchers in ways that are likely to reduce resistance and increase fidelity of implementation.