This study describes how a graduate student in counseling and guidance worked with a team of teachers in implementing a group-contingent reinforcement system with first graders. One hundred students in an open-spaced classroom were divided into smaller groups of from 9–12 students. Each group could earn free time by completing its work within a designated period and by minimizing disruptive activity. The group contigencies proved highly effective in increasing the percentage of work completed and reducing disruptive responses. After the study was completed, the teachers voluntarily organized the entire morning's activities around the group contigencies. A check of the same classroom the following year indicated that the teachers were continuing to make extensive use of group-contingent free time.