Classroom behavioural management stands as one of the most critical skills for teachers to master, both in theory and practice. This study aimed to compare the knowledge and skills in behaviour management between two groups: special education teachers in integrated special education classes and mainstream teachers in inclusive classrooms within Malaysian government primary schools. Employing a qualitative methodology, the research conducted semi-structured interviews with a total of 10 teachers, evenly split between 5 special education and 5 mainstream teachers. The findings revealed both similarities and differences in their practices in behavioural management. Notably, the variations in behavioural management knowledge and skills between special education and mainstream educators underscore the necessity for tailored professional development. Mainstream teachers may benefit from specialised training in behaviour management techniques to effectively cater to the diverse learning needs of students in inclusive settings. Furthermore, the variability in responses among special education teachers emphasises the significance of ongoing professional growth and mentorship opportunities to ensure the consistent application of evidence-based practices. Future investigations could explore the challenges experienced by both cohorts of teachers, shedding light on their challenges in behaviour management. Additionally, it is imperative to identify the precise forms of support these teachers require to enhance their proficiency in managing behaviour effectively.