Documentation of classroom disruptions caused by student behavior has steadily increased over the past 70 years. Researchers have theorized that professional development training for teachers slows the disruptions caused by student behavior, allowing all students to learn; however, there is a paucity of research on whether teachers implement the strategies learned. The purpose of this quantitative study project, based on a constructivist theoretical framework, was to determine which type of training offered by a large school district in a metropolitan city in the western United States was more effective according to teacher perceptions. The research goal was to determine the relationships between type of training in classroom management and number of hours of training, perceived quality of training, perceived levels of implementation of classroom management strategies, perceived classroom behavior changes, and reported levels of behavioral infraction. This survey research design used data from a self-report survey questionnaire given to middle school teachers employed by the aforementioned school district (N = 118). The Pearson chi-square 2-way contingency table analysis determined the association between training and each of the variables. The test showed significance between training and teachers' perceptions of the quality of the training, Pearson X[superscript 2](10, N = 60) = 37.7, p = 0.000. Further analyses showed no significance in the association of training and implementation of strategies, Pearson X[superscript 2](10, N = 29) = 17.8, p = 0.06. The resulting white paper implicates social change by suggesting ways the school district could give teachers support needed after training. These recommendations can be used by teachers to increase their use of classroom management strategies, resulting in an increase in teacher instruction time and student time on task. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]