Does the use of rewards to motivate children to learn or to follow classroom rules run counter to fostering a true desire for mastery? This column, which consists of two separate articles, provides the opposing opinions of the authors regarding the appropriateness of giving rewards in an early childhood classroom. In "Using Rewards in the Early Childhood Classroom: A Reexamination of the Issues," the authors (Virginia M. Shiller and Janet C. O'Flynn) argue that modest rewards, when used carefully and thoughtfully, can encourage intrinsic motivation among students. However, in "Nurturing Mastery Motivation: No Need for Rewards," the authors (June Reineke, Kathleen Sonsteng, and Dan Gartrell) build on the case that external rewards is not necessary in a general educational practice. (Articles are referenced individually.)