The Quiet Classroom Game (Radley in School Psychological Review 45: 93-108, 2016) is a class-wide behavior intervention involving an interdependent group contingency based on classroom noise level. It has been shown to be effective at increasing academically engaged behavior, decreasing disruptive behavior, and decreasing classroom noise level in three first-grade classrooms. The current study was undertaken to replicate and extend research on the QCG. Using an ABAB design, we investigated the impact of the QCG on on-task behavior, off-task behavior, and classroom noise level across three seventh-grade classrooms. We also investigated a procedure for systematically fading the teacher feedback component of the QCG in a maintenance phase. Results were not supportive of a functional relation between the QCG and on-task behavior and off-task behavior for any of the three classrooms. However, there was a functional relation between the QCG and classroom noise level for two of three classrooms. Implications for researchers and practitioners, limitations, and future directions are discussed.