The authors used an ABCBC design to compare the effects of a single-student response strategy and unison handraising strategy on a teacher and two middle school students (a targeted student and typical achieving student) during a 7th grade health science class. During baseline the teacher had high rates of redirections and low rates of praise statements and opportunities to respond. For the intervention conditions the teacher had slightly fewer redirections and increases in praise statements during unison handraising than during single-student responding. Both the targeted student and the typical achieving student demonstrated slightly higher, levels of on-task behavior, correct responses, and test score percentages during unison handraising compared with single-student responding. Furthermore, a discussion on study limitations, implications, and future research directions is included.