Classroom management is an important component of effective teaching. Despite its importance, little is known about how pre-service teachers acquire and develop pedagogical content knowledge about classroom management. This study explored the PCK about classroom management of 22 EFL student teachers enrolled in Dhahran Al-Janoub (K.S.A.) Faculty of Education for Girls. It also traced the development of this knowledge over a time span of a year of teacher education program using quantitative and qualitative techniques. A multi-method approach was used to allow triangulation of data and accessing the multifaceted nature of PCK. Results of the study revealed that PCK is a dynamic process of a developmental nature. Results also indicated an increase in the size and complexity of the knowledge about classroom management across the time span of a year of teacher education program. There was also a shift of interest in the classroom management themes under concern. Participants started with a simple conceptualization of classroom management as control/ discipline maintenance, moved to its conceptualization as classroom organization, use of nomination techniques, reward and punishment, preventing and reacting to problem behavior and ended with a more profound conceptualization of planning for learning, caring for students and teacher/ student relationship and responsibility for learning. Finally, the learners emphasized the role of direct teaching practice experiences and de-emphasized college classes in the acquisition and development of their PCK about classroom management.