This study examined the relationship between group rewards for homework completion in a self -contained classroom and the effect rewards had on the completion of the nightly assignments. The students also responded to a survey at the beginning and end of the intervention to determine if the students felt positively or negatively about reading and math homework. Participants in the study were in grades third through fifth and all male. The students were placed into a special education school district to ensure their unique needs would be met. All have a primary disability identification of emotional or behavior disorder and secondary disabilities varying from oppositional defiant disorder to attention deficit hyperactivity disorder. Data was collected on the number of weekly assignments completed per student and as a group, student attendance during the intervention, and students' attitudes on math and reading homework over a ten-week period. Weekly rewards were chosen, and the students worked towards their chosen goals. Data showed improvements in homework completion and student attitudes towards math and reading homework. Data collected showed no change in student attendance.