A variety of behavioral measures have been adopted and demonstrated to affect students’ academic performance and learning behaviors in educational settings. Among them, verbal praise has been deemed as the dominant and effective type of reinforcement in the literature, whereas tangible rewards have been regarded as the controversial type compared to verbal praise. After reviewing the evidence of tangible rewards for their positive behavioral impact, we propose the alternative of combined deployment of the two most widely used forms of reward and argue how the combined use might yield even greater synergetic outcomes. Specifically, we suggest four guidelines to follow and set up the tangible reward as the external goal for students to achieve and the verbal praise as the connector between the external goal, their inner motivation, and effort. These not only provide a goal to strive for and enhance inner confidence, but also empower students to feel that their future is determined by themselves. Several possible advantages could arise from such deployment of combined rewards. Not only the combined rewards might take less time to produce their joint effects, but better support proper behaviors. In addition to providing another model to get praise, the combined rewards could offer greater feasibility in dealing with children’s serious problems in educational settings. These suggestions may provide frontline teachers with strategies to promote more effective primary prevention of students’ positive behaviors.