The purpose of this qualitative instrumental case study was to continue looking at the differences in classroom environments for different levels of teachers. Specifically, we wanted to focus on teacher perspectives of classroom management, relationships with students, motivating students, student risk-taking within the classroom, and student self-regulation. The three levels we looked at for this study included highly effective teachers, proficient teachers who have taught for more than 3 years, and new/developing teachers. The results found three major themes with differences in how teachers at each level approached classroom management, relationships with students, and student behaviors within the classroom. The student behaviors within the classroom included self-regulation and risk-taking. The results of this study provide researchers more information regarding the different stages of teaching, information to schools on ways to mentor teachers at each level of teaching, and information to teacher preparation programs on ways to help preservice teachers prepare for the classroom.