The objective of this study was to find out the students’ perceptions on teachers’s positive reinforcement in learning English speaking at SMA Muhammadiyah 6 Palembang. Case study was used as research methodology in this study. The participants of this study were the eleventh grade of Sience A which consist 6 of students. Purposive sampling was used in this study with maximum variation sampling. In collecting the data, interview was administrated to participants to explore the students’ perceptions on teachers’s positive reinforcement in learning English speaking. Thematic analysis was used to analyse the data from interview. The result showed that 1) There were some advantages of positive reinforcement in learning speaking peceived by the students, they are: students were more enthusiastic in learning, students were more courageous to speak and they were happier to answer the question from the teacher, reduce the student's fear in speaking, and the students feel more valued and appreciated. 2) limitations of teacher’s positive reinforcement in learning speaking such as: teacher’s worrines on students’ motivation in learning, using positive reinforcement fequently may exploit students’ reliance on adults, and may cause the students to lose their interest in studying were not perceived by the students. 3) And the last, Teacher’s Positive Reinforcement helped five component of students speaking skills such as: pronounciation, grammar, vocabulary, fluency, comprehension.