Purpose: It is recognised worldwide that novice teachers encounter various disruptive behaviours and face many challenges that stem from problematic students. Disruptive behaviours are seen as some of the most pervasive challenges widely affecting the teaching experience of novice teachers. In this study, the aim was to determine novice teachers' opinions related to students' disruptive behaviours in the classroom environment. Research Methods: This study was designed in a qualitative, case study pattern. The study group consists of 24 novice teachers working at public schools in Trabzon city centre. The participants were determined by using the criterion sampling method. Data was obtained with a semi-structured interview form. Findings Novice teachers frequently encounter disruptive behaviours. These disruptive behaviours include chattering, distraction, engaging with mobile phones, chewing gum, abusing classmates, and disrupting the class. Novice teachers express both positive and negative feelings. The positive feelings include paying closer attention and using interesting methods, whereas negative feelings include needing support from experienced teachers, feeling anxious and stressed, and thinking about leaving the school. They exhibit punitive attitudes to cope with disruptive behaviours as well as conciliatory attitudes. Implications for Research and Practice: The results show that classroom management training should be imparted based on theory and practice in education faculty. Furthermore, novice teachers should be supported by experienced teachers.