It was hypothesized that, due to differences in parental demands for success, achievement striving would be a more central motivational factor in middle class children than in working class children and that their responses to situations containing success-failure cues would be relatively consistent, despite variations in rewards offered for success. "High school students from both social classes were given a series of tasks under 2 reward conditions. In one, reward was limited to personal satisfaction derived from attaining a norm; in the other, a material reward was added to the satisfaction. Following failure experiences to induce deprivation, Ss were given McClelland''s projective test for achievement motivation." The results confirmed the hypothesis.