Building on Dörner's (1996) theory of complex problem-solving, a learning scenario for teacher students was created and tested. Classroom management is interpreted as a complex problem, which requires the integration of competing interests and tackling multiple, simultaneous tasks under time pressure and with limited information. In addition, rising emotions are likely to impede thinking and the quality of decision-making. To prepare student teachers to understand and reflect the complex problem-solving challenges inherent in classroom management, we developed the live action role play "Everyday Life in the Classroom" which was embedded in a seminar structure to guide the development of analytical competences and emotion regulation of prospective teachers. In two pilot studies, we found that Everyday Life in the Classroom was perceived to be authentic and helpful for learning. Preliminary findings suggest that the intended learning processes have been stimulated. We propose developing Everyday Life in the Classroom further and investigating the scope and sustainability of learning psychology through live action role play.