This study examines the effects of praise type and gender on young adult achievement. Forty-eight students from a small private school were involved. These students were introduced to hidden object puzzles by the experimenter. Each participant had one minute to work on a similar task. By completing this task, a participant would receive personal praise or process praise. After receiving such praise, each participant was then asked to solve a final set of six puzzles. This study will show the effect of the type of praise on a participant's success and how the role of gender plays.