A year-long interpretive case study was conducted to examine a second grade teacher's beliefs and practices concerning classroom management during whole language instruction. The study was designed to determine whether the teacher's beliefs concerning classroom management matched those discussed in the early childhood literature and also whether they matched her practices. If it were determined that her beliefs and her practices were not congruent, the effect of this incongruence on her and her students would also be assessed. From data analysis it was concluded that the teacher held strong beliefs about classroom management and that they were similar to those discussed in the early childhood literature, which emphasizes the indoctrination of self-direction in students. Yet her practices appeared to be similar to those discussed in the classroom management literature, which emphasize the teacher's establishment and maintenance of order through academic work. Because of this discrepancy, her students were not becoming self-directed, and this caused her frustration. The teacher felt that she might have to become less nurturing if she became cognizant of the differences between her classroom management beliefs and practices. With time, however, she used her newly found awareness to come up with concrete ways to make her beliefs and practices work for her and not against her. A list of 33 references is appended. (GLR)