Group contingencies (GCs) vary in a variety of dimensions that may influence their efficacy and acceptability. This study evaluated the relative impact of four different GC types (independent, interdependent, dependent, and randomized) on classwide appropriate and disruptive student behaviors as well as how implementation of a teacher's preferred contingency may enhance student behavioral outcomes. Three general education teachers and their students participated in the study. All four GCs resulted in reduced disruption and increased appropriate behavior across all three classrooms with no patterns of differentiation between contingency types. Teachers selected independent or dependent contingencies as their preferred reward system. Implementation of the preferred contingency resulted in further improvements in both classwide behaviors for all classes. Some evidence of generalization and maintenance was noted in all three classrooms.