The purpose of this study was to explore preservice science teachers' perceptions of their classroom management beliefs. In addition, we were interested in determining differences in preservice teachers' beliefs regarding classroom management by gender and grade level. For this purpose, the adapted form of the Attitudes and Beliefs on Classroom Control (ABCC) Inventory was administered to 584 (172 third year and 412 fourth year) preservice science teachers enrolled in science teacher education programs at the eight different universities. Data were analyzed by utilizing descriptive statistics and t-tests. Results revealed that preservice science teachers had non-interventionist orientations on the People Management subscale, whereas they had interventionist orientations on the Instructional subscale. Contrary to the expectation, no significant difference revealed between preservice science teachers' perceptions of classroom management beliefs on the two subscales of the ABCC Inventory regarding gender and grade level. (Contains 3 tables.)