This research explores a finding from a multicase study of effective teachers working in urban high-poverty schools who used responsive classroom management as a tool. While classroom management was not the focus of the larger study, it emerged as a finding that was critical for participants as they fostered success for their students, and in the process, preserved and strengthened their commitments to work in challenging school contexts. The current study was undertaken to better understand classroom management and its commonalities across the teachers. Additional data analysis revealed connections between the certification program and teachers' implementation of a responsive classroom management approach that included common vocabulary, theories, and methods. This research reveals important connections between teacher preparation and effective teaching in urban high-poverty schools, which has practical implications for those concerned with this population of students and families.