This study of four preservice teachers was designed to answer the question of what preservice teachers describe as their views and experiences with classroom management during the student teaching experience. This is a question of importance to educators as successful learning in the classroom will not take place if a teacher is unable to utilize and implement effective classroom management skills. Many, if not most, student teachers feel that the area of classroom management is one skill in which they exhibit a significant weakness. However, by the culmination of the student teaching experience, those same preservice teachers will likely say they are more confident about their use of classroom management techniques. Exactly how is this increase in confidence acquired? This project was designed as a qualitative study of the ways in which preservice teachers develop classroom management skills. Previous research has stated that classroom management skills are related to a teacher's sense of personal teacher efficacy. Preservice teachers who develop a high sense of personal teacher efficacy tend to master classroom management skills with ease and stay in the profession longer, whereas those with a lower sense of efficacy appear to struggle in grasping this vital skill and leave the profession earlier. Classroom management is one of a teacher's greatest concerns. The sooner techniques can be developed, the better the chances of an educator remaining in the profession for a more significant period of time. This study focused on four preservice teachers and documented their learning process as they experienced problems with and developed skills in managing a classroom. This study also explored students' personal teacher efficacy and traced the development of their efficacy during the period of the study. Analysis of previously gathered data has indicated that on-the-job experience and a continuing opportunity to participate in focus groups has enhanced preservice teachers' confidence in their management skills. As a result of participating in this study, it became evident that these preservice teachers possessed the required academic knowledge of classroom management skills, but they needed a forum in which to activate and further develop that knowledge. [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.]