This practicum was designed to integrate a module on classroom management into a university student-teaching program. The primary goal was to assist student teachers in increasing the teaching and learning time in their elementary school classrooms through prevention of inappropriate behavior. Through the use of specific skills, the student teachers learned to use classroom time more effectively, and at the same time experienced a positive student teaching experience. A pre-assessment survey was administered which documented a limited knowledge base in the area of classroom management. Group workshops were utilized and material was presented through a multivaried approach. Meetings were held individually throughout a 30-week period to assist and assess the internalization of material in the module. Results were gathered by means of post-assessment evaluation in both written and oral form. Findings indicate that the module was both enjoyable and worthwhile, helping student teachers enhance their teaching/learning time in the classroom on a daily basis. Appendixes include a pre/post-assessment questionnaire, an attitude survey, university observation and evaluation forms, role playing scenarios, and audiovisual materials. (LL)