Basically, instrumental conditioning is learning through consequences: Behavior that produces positive results (high "instrumental response") is reinforced, and that which produces negative effects (low "instrumental response") is weakened. Instrumental conditioning plays a major role in learning, but the content of such learning might be desired (e.g. correct cause-effect association) or undesired (superstitious behavior/beliefs). We apply the (relatively) recent behavioral regulation approach to develop a generic system dynamic model of a "classroom example" of instrumental conditioning. The model captures essential aspects of the theory and it enhances understanding of how desirable learning may be promoted and undesired outcomes restrained during an instrumental conditioning process.