Throughout the history of education, effective classroom management has been identified as one of the most important factors impacting student learning. At the commencement of the COVID-19 pandemic, teachers abruptly transitioned from traditional in-class learning to teaching online and implementing strategies to assist in managing their online classrooms efficiently. Teacher perceptions are a valuable resource that may assist others in understanding educational concepts. The three research questions that guided this study were: What strategies are used by elementary educators in the traditional classroom that can be utilized in a virtual setting to effectively manage the classroom environment? How do virtual classroom management strategies differ between experienced and novice elementary teachers? What are the challenges and advantages faced by elementary educators in effectively managing a virtual classroom? This mixed-methods study collected data from 32 elementary educators' regarding their perceptions about managing virtual classrooms. Data collection were conducted in two phases: online surveys and semi-structured interviews with six conveniently chosen participants based on years of teaching experience. The participants identified four themes as key elements of successfully managing a classroom: developing rules, explaining clear expectations, providing incentives, and building relationships. They also shared strategies that could be used in both the traditional and virtual classrooms, and revealed classroom management challenges and advantages in the online classroom. However, the study did not identify significant differences in online classroom management strategies utilized by novice and experienced teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]