| Summary: | In this study, preservice teachers’ levels of rewarding preferences while maintaining classroom discipline were investigated. This is a survey study which has quantitative research design. The study was conducted with 163 pre-service teachers studying at the departments of Computer and Instructional Technologies Education, Foreign Language Education, Elementary Science Education, and Primary Education during the 2010-2011 academic year. Data were collected through 39 items measuring implementation of psychological, social, and material rewards under the dimesion of Reward Implementation which is one of the dimensions of the “Classroom Discipline Methods Scale”. Results were examined according to three variables; gender, type of instruction and the department. Results revealed that pre-service teachers preferred psychologic and social rewards more often than material rewards. They agreed with the items related to the implementation of psychological and social reward at ‘always’ level while they agreed with the items related to the implementation of material rewards at ‘sometimes’ level.
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