Student behavior problems contribute to poor academic achievement and poor teacher retention. This study investigated preservice teachers' dispositions to implement positive and proactive strategies for managing behavior in the general education elementary urban classroom. The author interviewed 19 preservice teachers in a large urban school system in the Southeast. Qualitative methods were used to analyze data from interviews and preservice teacher supervisors' observation reports. Findings indicate that participants planned and used rules and routines for general classroom management but relied on reactive strategies for problem behavior. They did not demonstrate a disposition to alter classroom management strategies to prevent behavior problems. Reliance on reactive or negative strategies for behavior management can increase problem behavior and decrease academic achievement. Positive and proactive strategies are suggested. (Contains 1 figure and 3 tables.)