We present descriptive data about the nature and correlates of classroom conflict using a national sample of 226 faculty members. We differentiated two different types of conflict, inattentive versus hostile, in our survey. Levels of conflict were not associated with instructors' demographic traits or characteristics of their courses, but were related to professors' choice of teaching methods, their demeanor, and how they responded to challenging situations. We also found that those conflict management techniques that address the relationship between faculty and students were most effective in reducing conflict.