This paper is about how 36 student science teachers described and responded to a classroom management problem. Each had written an account of a well-remembered event about classroom management. The accounts were analyzed to determine whether student teachers attended to the engagement of groups or focused on the misbehavior of individuals, and whether they attempted to foster growth or enforce compliance. Only about half of the student teachers attended to the engagement of groups, and fewer than half attempted to foster pupil growth. Many demonstrated a pressing need for classroom management guidance. Accordingly, science teacher educators should analyze their student teachers' accounts of a well-remembered event about classroom management so as to guide them to become better managers. An appendix presents one student teacher's account of a well-remembered event about classroom management. (Contains 24 references.) (Author/SM)