The purpose of this research project was to increase constructive behavior of intermediate grade students through the use of the response cost strategy. Approximately 70 students participated in this study. Three teacher researchers conducted the research in an elementary school and two middle schools in different counties near a major mid-western metropolitan area. Interventions included student reflections, teacher observations and a cost response strategy called The Green Card System. The study began on September 19, 2008 and concluded on January 30, 2009. The intended outcome of this study was to document an improvement of constructive behavior as evidenced by a decrease in student misbehavior. The targeted students exhibited poor behavior ranging from talking out during instruction, continuously out of seat or roaming, calling out, not following directions, tardiness, and unprepared for class, calling out, talking during instruction, not following directions, tardiness and being unprepared for class. Beliefs about the origin of disruptive behavior range across the entire spectrum of behavior theories. These can all be related to biological and environmental factors (Johnson, 1989). Our goal was to implement the Green Card System to help all students decrease misbehaviors and increase constructive behaviors. In our research project, we conducted surveys and observation by students and teachers to help target the main issues of classroom misbehaviors. We implemented a Cost Response Strategy called the Green Card System to encourage students to increase constructive behaviors. Research shows that one of the most effective ways to develop a positive supportive classroom environment is by focusing on recognizing and affirming positive behaviors rather than correcting and redirecting negative behaviors (Mitchem, 2005). The teacher researchers found the interventions had a positive effect on the targeted behaviors. By conducting this research project, the teacher researchers observed a dramatic increase in constructive behaviors within the classroom. The teacher researchers found that there was a 50 % or more increase in constructive behavior in each of the researcher's classroom. The teacher researchers found the Green Card System to be an effective strategy to increase constructive behavior in the classroom. Students were empowered to become responsible for their behavior. Students became more aware of their behaviors in the classroom. For example, when students were asked do you feel the behaviors of other students affect your ability to learn in the classroom pre-intervention data shows 40 students responded sometimes and pos-intervention data 20 students responded sometimes. They responded in a positive manner as the Green Card System was implemented and their constructive behaviors increased. The teacher researchers believe this intervention can be an important part of a successful classroom management program. The teacher researchers recommend the use of The Green Card System as a positive intervention to increase constructive behaviors in the classroom. (Eight appendixes are included: (1) Pre-Intervention Observation Checklist; (2) Ongoing Intervention Observation Checklist; (3) Post-Observation Intervention Checklist; (4) Pre- Intervention Teacher Survey; (5) Pre- Intervention Student Reflection; (6) Post- Intervention Student Reflection; (7) Student Red Card Tracking Checklist; and (8) GCS Student Reflection Letter. Contains 17 figures.) [Master of Arts Action Research Project, Saint Xavier University.]