Classroom management (CRM) has been associated with discipline, control, or other terms that connote reducing unacceptable student behavior. However, CRM involves not merely responding effectively when problems occur, but also preventing problems from occurring by creating environments that encourage learning and appropriate behavior. Teachers' managerial abilities have been found to positively relate to students' behavior and achievement in every process-product study to date. Researchers have consistently identified the components necessary for effective CRM. However, no one has surveyed working teachers to ascertain the extent to which teachers use the research findings in their classrooms. A survey was developed in order to attempt to answer this question. The survey consisted of three sections asking questions on demographics, classroom rules, and classroom child management. One hundred and forty-six teachers from U.S. school districts in the Midwest, South, and Southwest were surveyed. Results indicated that, overall, teachers reported the use of appropriate CRM procedures in relatively high frequencies. However, the high percentage of districts reporting the use of corporal punishment was disturbing given the research findings regarding its lack of effectiveness. Along with the presentation of the survey results, this article also discusses how the data on CRM, collected by psychologists, has contributed to improvements in teacher behavior and student achievement and the apparent gap between best practice and actual practice. (Contains 1 table.)