Research suggests that many teachers are underprepared for the behaviors that their students may bring to the classroom, resulting in challenges to teaching and learning. The purpose of this study was to examine the behavior management content included in preservice teacher preparation programs for general education and special education teachers. Using survey methodology, the researchers collected information from participants about the types of behavior and classroom management strategies and skills included in their preparation programs. Results suggested that preservice educators were more likely to be taught universal management strategies than more specific skills and strategies for increasing or decreasing behaviors. Significant differences were found between alternative certification general education teacher certification programs and college/university special education teacher certification programs in the areas of increasing appropriate behavior and behavioral assessment.