Beliefs regarding classroom management vary among teachers and play an important role in effective instruction. The primary goal of this study was to investigate the differences between the beliefs of experienced teachers and novice teachers regarding classroom management styles. Within this study, classroom management is defined as a multi-faceted process that includes three broad dimensions--person, instruction, and discipline. Data were collected form 238 subjects (55 percent novice teachers and 45 percent experienced teachers) via the Inventory of Classroom Management Styles (ICMS) and demographics. The ICMS, a major revision of Tamashiro's (1980) Beliefs on Discipline Inventory, consists of 41 Likert format statements and considers each of the three dimensions of classroom management. Beliefs were classified on a continuum that reflects the degree of teacher power over students. The continuum is categorized into three segments--non-interventionist, interactionalist, and interventionist. Data were analyzed utilizing a series of one-way ANOVAs. Novice teachers were found to score significantly more interventionists on the full-scale and two of the three sub-scales of the ICMS. (Contains 17 references.) (Author)