Transitions between activities have been shown to be problematic for individuals diagnosed with an Autism Spectrum Disorder. In order to decrease problem behavior associated with transitions, some researchers have attempted to enhance their predictability using picture schedules that outline a series of upcoming events or tasks. Some studies have shown a resulting reduction in problem behavior associated with transitions. There are conflicting findings, however, with respect to the effects of adding stimuli with the goal of enhancing predictability. In this study, we evaluated participant preference for predictability (schedule-correlated stimuli) in a classroom setting. This study consisted of two phases: (1) an exposure phase and (2) a preference phase. The purpose of the exposure phase was to establish a history of reinforcement for responding under two different schedules of reinforcement, each with a schedule-correlated stimulus. These stimuli and the corresponding schedules were used as components of the activity schedules in the preference phase, where participants chose between activity schedules with and without schedule-correlated stimuli. To date, one participant has shown preference for predictability. The research is ongoing.