The aim of this study was to examine the prevalence and association of different forms of reward and punishment in the family and school context. The study was conducted on a sample of 113 pupils of the third and fourth grade of an elementary school in the city of Split. The two-part questionnaire was used. The first part of the questionnaire contained some general questions to gather basic information about students, such as gender and age, and questions about the frequency of punishment in the past year as well as the question of who is most often exercised punishment. The second part of the questionnaire included two rating scales on which the participants on a scale from 1 (never) to 5 (almost daily) assessed how often were punished or rewarded in the school and the family in various ways. Students' thoughts about connection between punishment and relationship with teacher were gathered and also about which punishment was the worst for them and which reward was the best for them. The results showed significant differences in the frequency of rewards and punishment according to gender where boys report more frequent reward money and more frequent exposure to physical and verbal punishment, in school, and in the family. The results also showed that the punishment didn't affect the relationship between teacher and students.