This three-section paper describes a course for teachers on classroom management, offered at the University of Houston (Texas). The first section describes the course's analytic-pluralistic approach to classroom management. The four-stage process is outlined, in which the teacher: (1) specifies classroom conditions desirable to foster student on-task behavior; (2) analyzes existing classroom conditions to identify discrepancies between them and those deemed desirable; (3) selects and applies managerial strategies that will correct or come close to correcting the situation; and (4) assesses managerial effectiveness by evaluating efforts that may or may not have brought about the desired conditions. Section 2 discusses several studies that have influenced the content of the course. Section 3, which reviews a number of studies that investigated the course's effectiveness, shows evidence that the course does have an impact on teachers' attitudes and behaviors. Appendices of actual course material include: the two instructional modules used for the class, suggested readings, sample managerial objectives, sample practice exercises, sample case studies, and post-assessment materials. (JM)