Studies have shown that clinical supervisory practices result in implementation of new skills in teachers' classroom performance. This study examines the impact of two clinical supervisory cycles on teachers' performance in classroom management. Multiple data collection tools were used to determine the impact of clinical supervisory interventions on teachers' performance in selected classroom managerial skills. Qualitative and quantitative data were collected before, during and after each of two full clinical cycles conducted including three classroom observations. All data were assembled and cross-checked for purpose of triangulation. Comparisons revealed that the clinical interventions had an impact on the teachers' implementation of new skills pertaining to classroom management. Findings also revealed statistically significant gain scores between first and second observations, and between first and third observations. Study results have implications for professional development that enhances and implements theoretical knowledge by the application of clinical supervision.