A preliminary investigation was conducted of the construct validity of the Inventory of Classroom Management Style (ICMS), a scale to measure differences in perceptions of classroom management style. The main objective was to determine if the scale reflects differences between novice and experienced teachers. Classroom management is defined as a multi-faceted construct including broad dimensions of person, instruction, and discipline. Data were collected from 158 college students (61 percent novice teachers still in college and 39 percent experienced teachers in a college class) via the ICMS, Rotter's Internal-External Locus of Control Scale, the 16 Personality Factor Questionnaire, and a demographics form. Beliefs were classified on a continuum from non-interventionist through interactionalist to interventionist. Several differences were found between novice and experienced teachers. Novices scored as significantly more interventionist than did experienced teachers. Experienced teachers were more internal regarding locus of control, but no significant relationship was found between ICMS scores and locus of control. Interventionists also tended to be more conservative and respecting of traditional ideas. Eleven tables present study findings. Three appendixes contain a framework for the ICMS dimensions, a teacher behavior continuum, and the ICMS instrument. (SLD)