Despite the large research base grounded in behavioral theory for strategies to increase appropriate behavior and prevent or decrease inappropriate behavior in the classroom, a systematic review of multi-component universal classroom management research is necessary to establish the effects of teachers' universal classroom management approaches. This review examines the effects of teachers' universal classroom management practices in reducing disruptive, aggressive, and inappropriate behaviors. The specific research questions addressed are: Do teacher's universal classroom management practices reduce problem behavior in classrooms with students in kindergarten through grade 12? What components make up the most effective and efficient classroom management programs? These questions were addressed through a systematic review of the classroom management literature and a meta-analysis to calculate the magnitude of the effects of classroom management on disruptive or aggressive student behavior. In addition, limitations found in this body of research will be highlighted. (Contains 2 tables and 2 figures.)