AbstractAlthough shown to be effective, group contingency procedures have been assessed for their acceptability by individuals responsible for implementation in only one empirical study to date (Elliott, Turco,&Gresham, 1987). The present investigation assessed teachers' acceptance of the Good Behavior Game (GBG), an interdependent type of group contingency, in two analogue studies. The GBG was found to be as acceptable as individually based procedures (positive reinforcement and response cost). Neither age of target children, severity of behavior problem, nor the stated rationale for the procedure affected teachers' ratings of acceptability. A positive relationship was found between acceptability and usage for positive reinforcement and the GBG, and between acceptability and effectiveness for all procedures. The results of the present investigations are compared to those of other studies of intervention acceptability.