As long as there have been teachers in a classroom, there has been a struggle with classroom management. A reveal of the literature revealed a need for a deeper look into teacher education programs regarding their classroom management preparation. Rickman and Hollowell (1981), proposed that the lack of content in teacher training programs in classroom management was the consequent cause of problems experienced by student teachers in their placements. This dissertation examines the perceptions of higher education faculty members, preservice teachers, and cooperating teachers concerning preservice teacher preparation in classroom management. This study explores these perceptions using semi-structured individual interviews that were completed in the spring of 2018. Using a theoretical framework labelled the "Big Five," this study will examine how the five classroom strategies are taught and practiced within each of the teacher education programs. The results found in this study have found a need for a more in-depth preparation in classroom management. More than half of the participants (13 out of 21) felt that preservice teachers needed more preparation in classroom management strategies prior to student teaching. This study has revealed the need for more classroom time with a cooperating teacher versus more time in a college classroom. Future research may include a deeper look into a yearlong residency program or a look into how higher education institutions can develop a more comprehensive methods section to include more time in the K-12 classroom setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]