This session will describe a project that explored the effect of incentives on motivating students to complete assigned readings in two sections of a first-year orientation course. Students in both sections were assigned daily readings in preparation for class discussion. At the start of each class, students received a onequestion recall quiz over the readings for that day. In one section, the quizzes were worth one point each; in the other, they were worth 10 points each and thus a larger proportion of the course grade. Differences between the two sections in attendance, quiz performance, reading compliance, final course grades excluding quizzes, and students' self-reported perceptions of the impact of the quizzes on their behavior and performance in the course were examined. Session objectives include discussing the implications of these results for motivating students to complete readings. The audience will be invited to brainstorm additional ideas for incentivizing reading compliance.