An experimental classroom management system involving contingency management, individualized instruction, peer assistance, and teacher adoption of the role of a manager of learning activities was employed in 25 Appalachian classrooms. The system appeared to be responsible for raising the number of students who made one month's achievement in reading for one month in the classroom from 27.5% to 57% over a seven-month period. Student success was related to the degree to which teachers implemented the various aspects of the management system. The system was ineffective in influencing student attendance. Students profiting most from the system tended to increase their sense of control over events happening to them. The study raises hope that improvements in instruction will be accompanied by improvements in the academic achievement of students.