This study identified preservice teachers' knowledge about effective and ineffective classroom management strategies. A group of 108 preservice teachers at a southern rural public university generated classroom management strategies in response to hypothetical vignettes depicting shy and withdrawn student behavior. Researchers coded the extended responses to identify strategies the preservice teachers would and would not use to manage students' shy and withdrawn behavior in the classroom. Data analysis indicated that preservice teachers, in response to shy or withdrawn behavior, tended to offer strategies that were similar to those identified in previous research. They preferred teachers who treated students with respect, avoided sarcasm, used direct instruction, and did not make students feel stupid. Students reported preferring to use such strategies as talking with the shy student, involving the whole class in helping this student, and rearranging the classroom to facilitate interaction between shy students and other classmates. Strategies they considered ineffective included confronting the student in front of the class, embarrassing the student, and using punishment. (Contains 11 references.) (SM)