The purpose of this researcher was to evaluate the efficacy of an in-service training program in the use of a rubric-driven assessment system for classroom behavior management. Thirty randomly assigned teachers received in-service training and 30 teachers served as a control group. The use of a rubric-driven assessment provided both teachers and administrators alike with a common language and criteria which provided consistent measurement for the observed. The knowledge of and use of a behavioral management rubric defined the parameters and expectations of teachers in a uniform and purposeful manner. For this study, a "Behavioral Management Rubric" was developed to serve as the dependent measure. It contained five items which measured the five dependent variables: classroom rules system, consequences, circulation, praise, and rapport with students. A one way between subjects ANCOVA using pretest scores as the covariate was used to evaluate the hypotheses for Classroom Rules System, Consequences, Circulation, Praise, and Rapport. Two of the components produced significant effects, Praise, F(2, 57) = 0.00, p less than 0.05 partial [eta] [superscript 2] = 0.241 and Rapport, F(2, 57) = 0.00, p less than 0.05 partial [eta] [superscript 2] = 0.198. Additionally, subjects from the experimental group, n=30, were asked to complete Teacher Rating Scales following the post test observations to analyze teacher perceptions of this study. This analysis revealed that discrepancies existed between teacher perceptions versus collected observational data. [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.]