Elevating academic achievement and meeting the mandates of NCLB and state standards has continued to be critical challenges to educational leaders and teachers in our nation's schools ("U.S. Department of Education", 2002; "Georgia Department of Education", 2006). Classroom management and behavior problems are serious concern. Professional development activities in these areas are needed for beginning teachers as well as veteran teachers (Kumarakulasingam, 2002). Additionally, lack of parental involvement, violence, and working with at-risk students substantially contribute to critical challenges faced by teachers in our schools (Kowalski, 2008; Waters & Cameron, 2006; & Wise, 2001). Teachers in Northeast Georgia need more training in the usage of classroom management techniques. Teachers in general need training in order to become effective at behavior management within the classroom (Levin et al., 2005). The purpose of this study was to identify teacher perceptions regarding the impact of effective classroom management on negative student behavior. The results and findings of this study were to identify strategies that may strengthen onsite professional development practice for teachers and consequently improve classroom management. The following research questions were addressed in this study: (1) Would employing various classroom management techniques remove identified barriers to confronting negative student behavior? (2) Would the constant use of these types of techniques/methods affect the number of referrals to the principal's office? (3) Would implementing behavioral techniques/methods prove to be the most successful to the teachers? (4) Would teachers benefit from additional training in classroom management? (5) Would participation in administrator/teacher counseling reduce the number of office referrals? (6) Is there any significant difference in the opinion of the teachers before and after the application of specific management techniques on negative student behavior? (7) Is there any significant difference in the opinion of the teachers before and after the application of specific management techniques on negative student behavior by race? (8) Is there any significant difference in the opinion of the teachers before and after the application of specific management techniques on negative student behavior by race? (9) Is there any significant difference in the opinion of the teachers and principals on the success of the application of specific management techniques addressing negative student behavior in the classrooms? The researcher developed the survey instrument that was administered to the teachers based on an extensive review of the literature. All teachers have been working in the schools for at least three years. Each group of teachers included ten teachers who referred at least ten or more students to the principal's office on a weekly basis, as well as ten teachers who referred less than five students to the principal's office each week. Each participant was asked to employ the same five classroom management techniques. The variables were summarized by using frequency tables and descriptive statistics, and each research question was analyzed using t-test and two-way ANOVA. Qualitative research techniques were used to investigate the types of professional development activities practiced within the schools. Data were analyzed using the pre- and post-Liker-scale survey, and ANOVA to organize and summarize statistics in the survey sample. The results showed that teachers who employed specific techniques to address negative student behavior were more successful with classroom management, regardless of years of experience. Teachers that employed effective techniques to confront negative student behavior experienced a decreased number of referrals to the principal's office. It is recommended that all teachers be provided professional development on effective classroom management techniques to more effectively deal with negative student behavior in their classrooms. [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.]