Classroom management is a concern of teachers of all grade levels and an essential component of effective teaching. Very little is known, however, about teachers’ perceptions of the causes of students’ misbehaviors and the strategies they use to impact student behavior. The purpose of this study was to examine possible causes of student behavior and the strategies teachers use to manage student behavior. The participants were 199 physical education teachers representing all grade levels. There were male (n=80) and female (n=112) participants with a wide range of years of teaching experience. Teachers’ mostly reported their ethnic background as Caucasian (80.9%) with the remaining teachers reporting African-American (12.4%), multi-racial/other (4.1%), Hispanic (2.1%), and Asian (.5%). Teachers completed a survey instrument that presented the teachers with descriptions of three scenarios of misbehaviors (i.e., mild, moderate and severe). Teachers indicated their perceptions of the likelihood that student behaviors were related to home, student, teacher, and school factors and they reported the strategies they used for the three levels of misbehaviors in their classes. In addition, teachers reported the number of students in an average class that exhibited similar behaviors to described scenarios. Both the strategies and attribution subscales (Cronbach’s alpha values were .93 and .78, respectively) showed adequate levels of internally consistency reliability. Content validity was demonstrated in a previous study. The severity level (i.e., mild, moderate, severe) did not significantly contribute to teachers’ attributions, however, it was related to the reported frequency of occurrence F[2,185] = 51.05, p<.01. Overall, student misbehaviors were attributed to home (M=2.94, SD=.58), student (M=2.81, SD=.55), teacher (M=2.22, SD=.68) and school (M=2.18, SD=.66) factors on a 1-5 Likert-like scale. Similar to prior research, teachers did not attribute their own teaching behaviors or the school setting as making a significant contribution to student misbehavior. Teachers also reported using a wide range of the 27 possible strategies and their use varied by the severity of the misbehavior. For example, teachers used the strategy of time-out differently for the three severity levels, F[2,189] = 77.64, p<.01, with it used most frequently for severe behaviors. Teachers’ indicated that all types of student misbehaviors occurred on a daily or weekly basis. The results of this study provide guidance in preparing preservice teachers for real-world contexts, inform inservice efforts related to managing students, and will help teacher’s reflect on their own attribution beliefs related to student learning. Keyword(s): administration/mgmt, research, student issues