The goal of the current paper is to provide empirical evidence to support the idea that praising students on their academic achievements is detrimental to the progress and self-confidence of those who have experienced failure under the same conditions. Based on the results of an experiment using crossword puzzle tests, which included puzzles that induced failure by being impossible to complete, and feedback from a sample of 74 young learners of English, the researcher argues that a combination of the experience of failure on behalf of the students and success-oriented praise from the teacher caused a lack of significant academic improvement and a salient decline in subjects' confidence to complete future tasks. Furthermore, such praise did not bring about any significant increase in the self-confidence of those students who were able to complete the puzzles successfully. Drawing upon previous studies related to Covington's (1992) Self-worth Theory, and achievement motivation literature (e.g., Dweck, 2006), the author concludes that for teachers of English in an English as a foreign language (EFL) environment, it is essential that praise for students be a reflection of their efforts, not of their ability to produce the correct answer.