This article describes a cohesive theory of classroom management, developed by the author. This "three Fs" theory, predicated upon extant empiricism and scholarship vis-a-vis classroom management, was devised and implemented over several semesters within a field-based course at the University of Texas at Austin for preservice mathematics majors seeking secondary teaching certification. When using the phrase "the three Fs," the author refers to the following components: (a) "foundation"; (b) "field"; and (c) "flow." One of the strengths of the theory is that it is structured enough to deliver a blueprint for complete management of the classroom while, at the same time, being flexible enough to allow an individual teacher to inject his/her personality into his/her teaching style. This classroom management theory may prove quite useful to administrators who are striving to standardize classroom teaching practices within schools or school districts.