Classroom management is a critical component of effective teaching and a major concern of teachers. Although important, classroom management in physical education has not been a focus of frequent research. It was the purpose of this study to address the lack of knowledge of classroom management by investigating teachers' perceptions of critical issues related to classroom management. Understanding what teachers believe about management is critical to understanding their actions as beliefs are the best predictors of an individual's decisions and they may be even more important than factual knowledge in influencing decision making. Therefore, teachers' beliefs related to their classroom management form the theoretical basis of this research. Twenty-eight male (15) and female (13) physical education teachers from various settings with diverse student populations shared their perspectives on class management. Teachers were interviewed with an interview guide structuring the conversation. The interview data were analyzed using constant comparison and analytic induction methods to identify and extract common themes across participants. Several methods were taken to insure the trustworthiness of the data collected, including triangulation of data sources and repeated re-analysis of the data to search for negative cases. Teachers operated from personal theories of classroom management, particularly in terms of student behaviors. When asked about their management philosophy, most teachers expressed views consistent with an individualized personal approach to student behavior. Despite their claims, however, the teachers reported actions inconsistent with their management philosophy and relied nearly exclusively on a behavioral model based on a system of rewards and punishments. Another inconsistency in the teachers' personal management theories was related to student social and responsibility skills. Teachers primarily attributed student misbehavior to lack of social skills due to poor home lives. Few teachers mentioned possible class or school structures that contributed to student non-compliance. The second major finding was the role the context played in teachers' management decisions and success. Due to its central importance in teacher morale and effectiveness, teachers need to know more about classroom management. The results of this study provide insights into how teachers perceive their roles, the challenges faced, and methods used to address those challenges. Perhaps the most significant finding is the inconsistencies and contradictions in teachers' personal working management theories. Those inconsistencies were a negative influence on the teachers' ability to implement an effective management plan. Pre-service and in-service programs should help teachers clarify their values and develop methodologies consistent with them.Keyword(s): research