Novice elementary classroom teachers spend more time addressing off-task behaviors than teaching in the classroom which affects teaching and learning. The problem to be addressed in the study is that elementary education teachers struggle to balance behavior management strategies during instruction because they are not exposed to enough authentic classroom experiences during teacher preparation. The purpose of this qualitative exploratory case study is to explore elementary teachers' experiences and perceptions regarding their behavior management knowledge, training, and skills. The guiding theoretical framework for this study was the constructivism learning theory. A sample of eight research participants' classroom management experiences and perceptions was explored through individual semi-structured interviews and focus groups. Member checking was done to ensure the transcriptions were correct, and a thematic analysis was completed using NVivo, a software used for organizing data. The findings were organized into six themes aligned with the research questions. Overall, the research findings show novice teachers are ill-prepared to manage the behaviors in their classrooms. Recommendations for practice include teacher preparation programs creating a classroom management course and assigning mentors to novice teachers during the first three years of their teaching career. Recommendations for future research include conducting a larger qualitative case study, conducting a study with novice teachers from different cultures and novice teachers from various ethnic demographics, and conducting a qualitative study with teacher preparation programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]