Person-centered instruction recognizes the importance of internal motivation in learning. It is difficult, however, for many teachers to hold on to their early visions of interacting in classrooms filled with internally motivated students. This may be due to escalating demands for test score accountability. It may be due to reliance on packaged instructional programs, rather than on teaching that connects with students. Teacher education programs, themselves, may send mixed messages about the rewards of learning versus learning for rewards. This article shares how the removal of instructor grading in a graduate course in classroom management helped teachers to see anew the connection between good teaching, good learning, and good management. Many vowed to replace their use of external incentives with more meaningful instruction. (Contains 1 note.)