Preservice classroom behavior management preparation is important and in need of prioritization. Teachers who have skills for managing behavior can more easily create and sustain a positive classroom environment conducive to learning. New teachers are expected to manage classroom behavior; however, underprepared teachers can find this difficult. Improving preservice classroom behavior management training can better prepare teachers to meet the diverse needs of their students. In addition, strengthening preservice teachers' foundational knowledge and skill for behavior strategy utilization could increase their equanimity for managing student behavior and decrease teacher attrition. This qualitative, phenomenological study utilized semi-structured interviews and focus groups to explore preschool teachers' preservice classroom behavior management preparation perceptions. The study considered Warford's (2011) zone of proximal teacher development, looking at culturally transforming teacher preparation. Ten preschool teachers from suburban and urban New England early childhood programs participated in this study. Data analysis of participants' perceptions revealed a need for increased preservice classroom behavior management preparation. [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.]