The study described in this report was conducted to investigate possible differences in professors' preferences for classroom/behavior management techniques based on their gender, ethnicity, socioeconomic class, and field of instruction. In phase 1 of the study, professors (N=452) who taught classroom/behavior management to regular and/or special education trainees completed an instrument that included descriptions of 10 behavior/management problem situations and a set of alternative techniques for dealing with each of them. Subjects were asked to indicate the one or two alternatives they believed would be the most effective ways to handle each situation and to make whatever comments they wished. The results of phase 1 indicated that for specific situations professors tended to agree on technniques that were likely to be effective, but not on those that were the most effective. In phase 2, professors' preferences were organized into 13 categories, and the professors' selections were compared to their gender, ethnic background, socioeconomic background, and field of instruction. Results of the study indicated that a relationship existed between professors' gender, ethnic background, and field of instruction and their preferences for solutions to problems; however, the relationship between socioeconomic class background and their selections was very weak. An appendix lists alternative solutions included in each category. (Contains 26 references.) (LL)