In this study, it is aimed to determine the opinions of teachers working with students with multiple disabilities about the way in which they determine and use reinforcements during literacy education. The research was designed based on the qualitative research design, and the data was collected from 5 male and 15 female teachers using the semi-structured interview technique. The data obtained from the interviews were analyzed using the descriptive analysis technique. As a result of the research, it was found that teachers working with students with multiple disabilities mostly stated that the use of reinforcers is important. They also emphasized that their use also motivates students, helps them to gain positive behavior, and makes education effective and permanent. Most of the teachers expressed that they make observations while determining the reinforcement suitable for their students. It was found that the teachers used the observations to take the interests, needs, likes and wishes of their students into account. It was discovered that they mostly determined the effect of the reinforcer they used for students through observation and that teachers preferred food and beverage, activity, symbol, toy and game reinforcers in general. It was revealed that teachers working with students with multiple disabilities use observation method in determining the reinforcers for their students and evaluate their effects and that they do not use other methods. Moreover, they do not give much room to use and diminish reinforcement tariffs.