Kevin S. Sutherland is a doctoral candidate in special education at Vanderhilt University und has taught students with learning and behavior problems in both residential treatment and public schools. Address correspondence to Kevin S Sutherland, PO Box 328 Peabody, Vanderbilt University, Nashville, IN 37203. E-mail: k. sutherland@ vanderbilt. edu observed in classrooms for students with EBD (Jack et al., 1996; Shores, Jack, et al., 1993: Van Acker. Grant, & Henry, 1996; Wehby, Symons, Canale. & Go, 1998; Wehby, Symons, & Shores. 19’35). One teaching behavior that is widely recognized as an effective practice is providing praise for both correct academic responses and appropriate social behavior (Gunter & Coutinho, 1997; Gunter & Denny, 1998; Shores, Gunter, & Jack, 1993; Walker, Colvin. & Ramsey, 1995; Wehby et al., 1998). Thus, the purposes of this article are threefold:(1) to summarize briefly the literature that examines the effect of teacher praise on academic and behavioral outcomes of students with EBD;(2) to review the literature on teachers’ use of praise in classrooms for students with EBD; and (3) to provide teachers. administrators, and teacher trainers with methods to monitor and increase teachers’ use of effective praise.