This survey-based quantitative study investigates 310 Turkish preschool teachers' views about classroom management, using the following six models of disciplinary strategy: behavioral change theory, Dreikurs' social discipline model, Canter's assertive discipline model, the Glasser model of discipline, Kounin's model, and Gordon's teacher effectiveness training (TET) model. Data were collected through a demographic information form and the Discipline Strategies Questionnaire. The results showed that the participant teachers usually agreed with items that reflected a child-centered approach to classroom management. Also, the respondents' views of Dreikurs' social discipline model and Gordon's TET model differed according to their gender. The teachers' views related to behavioral change theory and Gordon's TET also varied markedly, depending on the ages of the children they taught.