This study used the classroom management framework conceptualized by Wolfgang and Glickman (1980, 1986) to explain the various dimensions of classroom management. This framework defines three broad areas, instructional management, people management, and behavior management. It appears that the lengthened student teaching experience does not impact classroom management styles and/or self-efficacy. Results support the continued use of the one-semester student teaching option. The authors recommend further study, particularly pre/post test studies examining the impact of student teaching experiences on classroom management skill acquisition. Initiating data collection efforts during program induction is suggested. Additional research regarding instructional management and self-efficacy is also encouraged.