Teacher praise is one of the most important elements of teaching and learning. Behavioral consultation with and without performance has been shown to be an effective method for increasing instructional praise. The authors used an ABCBC design to investigate the effects of an interdependent group oriented contingency (GC) and the GC plus performance feedback (GC+) on the rate of praise per student of six pre-service teacher group leaders during an eight week summer camp for children with disabilities. The results showed that the GC was partially or totally effective in increasing praise for three of the participants over baseline levels and the GC+ was effective in increasing praise of all six participants. The results are discussed within the context of literature on behavioral consultation.