Although the role of class participation in learning has been studied, there is less scholarship of teaching and learning research investigating the role of "incentives" in increasing engagement. The author describes his experience using multiple incentives to increase class-wide participation in an undergraduate legal course over multiple semesters. This incentive-laden approach led to a distinct increase in student engagement and learning. The article presents the approaches and results of the participation-incentive project, an analysis of the study's learning outcomes and limitations, and a discussion of the efficacy of incentives for improving engagement and learning.