This pilot study on pre-service teachers examined whether simulated challenging classroom behavior produced a cardiovascular stress response, and whether this response varied based on personal characteristics. Ninety pre-service teachers attending a university in the U.S. read narratives concerning classroom behavior while wearing sensors recording cardiac activity. Results suggest that participants randomly assigned to the condition involving a student with defiant behavior and participants who reported prior field placement experience exhibited increased heart rate (when controlling for baseline heart rate) compared to those assigned to the neutral condition. However, the effect of both the problem behavior condition and prior field experience on heart rate differed based on whether participants reported prior classroom management training. Interpretations, limitations, and directions for future research and practice are highlighted.