While research has considered teacher emotion in relation to job satisfaction, emotional well-being, and relationships with students, few studies explicitly connect emotions with classroom management. The purpose of this exploratory study is to (1) elucidate early career teachers' learning to manage their emotions when confronted with student misbehavior; and (2) provide a foundation for further examining what happens, in terms of classroom management, in classrooms once teachers regulate their own behaviors and attitudes more consistently. This research represents a particular type of translating knowledge into action--applying critical reflexivity to classroom management. Drawing from literature on culturally responsive classroom management, findings address the importance of knowledge of self in the process of early career teachers learning to manage their classrooms.