The aim of this research was to examine the perception of rewards and punishments in elementary school pupils. The first part consists of theoretical part about learning, classroom discipline, application of rewards and punishments, and restitution in teaching. The second part deals with the methodology of research, the results of research and discussion. The study included primary school pupils Ljudevit Modec, Križevci. 119 students attended, of which 61 attend the fourth grade and 58 students attend the eighth grade, including 53 boys and 66 girls. The aim of the research was to determine how students perceive individual rewards and punishments and a survey questionnaire was conducted. The students filled out the test sheet by ranking rewards and punishments by importance. Rewards and punishments are ranked so that "1" means that a certain reward or punishment can minimally motivate students to change their behavior while ranks “9” or "10" means that a certain amount of reward or punishment can motivate pupils to change their behavior to a greater extent. The results showed that there is no significant difference in the perception of punishments for students with regard to age, gender and school success. Regarding the perception of the rewards, there is a difference in the perception of prizes for students regarding gender and school success but not regarding their age. We can conclude that the students are more differentiating according to what rewards motivate them while they are more similar to which punishments motivate them to change their behavior. As the most motivating punishment for behavioral change was punishment "Being sent to see the headteacher", while the least motivating punishment for most students was "Kept in at playtime". As for the awards, the most motivating were "Good marks" and "Mentioned at assembly”. Among the rewards that were the least motivating were bigger variations, but a "Good written comment on their work" could be highlighted.