A well-managed classroom environment is a critical element in effective instruction, particularly with young learners. Reward and punishment are widely employed strategies in education to influence student behavior. While research has demonstrated that these strategies can yield both positive and negative outcomes, limited attention has been given to optimizing their implementation for greater effectiveness. Numerous scholars have noted that learning is most successful when students are well-disciplined. Although schools implement varying reward and punishment policies, they generally share a common objective: to motivate students to adopt positive behaviors and improve discipline. An effective system of rewards and sanctions should encourage positive student behavior, which serves as the foundation for a productive and creative learning environment. This study is to examine the effect of reward and punishment on the disciplinary issues of Indian school students in Muscat within the theoretical framework of B.F. Skinner’s theory of operant conditioning. This study aims to investigate the extent to which rewards and penalties influence student behavior, as well as to examine the characteristics of these systems in five Indian schools in Muscat. Additionally, the study explores teachers' perceptions of the efficacy of the reward and punishment systems currently in use. The research involved the participation of teachers from these schools, with data collected via questionnaires that assessed the policies employed in managing student behavior. The findings provide insights into deficiencies in the use of reward systems, underscoring the importance of addressing issues related to classroom discipline. Furthermore, by illustrating the positive impact of reward systems, this study highlights the advantages of utilizing such systems more effectively to enhance behavior management in educational settings.