The problem addressed in this study was new elementary teachers lack preparation in classroom and behavior management. This qualitative phenomenological study aimed to describe (a) perceptions and experiences of new teachers, cooperating teachers, and elementary school principals regarding teacher preparedness in classroom and behavior management and (b) levels of self-efficacy reported by new teachers as they enter the workforce. Social cognitive theory and principles of self-efficacy provided a framework using a qualitative, phenomenological study to understand better the experiences of new teachers, cooperating teachers, and principals regarding this phenomenon. Data were collected through semi-structured interviews with 34 participants based on three research questions. The population interviewed for the study were new teachers, cooperating teachers, and elementary principals employed in public schools in Utah. Data analysis was completed using transcribed interviews that were coded and then examined to generate themes. Triangulated data analysis showed similarities in the responses from the three population groups. The findings indicated that new teachers are unprepared to manage classrooms and support students with challenging behaviors. The findings imply that teacher education program curricula must be revised and restructured to include the necessary content for new teachers to understand and utilize effective classroom management strategies that teachers can employ to support student behavioral concerns in the classroom. Future research should examine the most effective techniques for educating teacher candidates in preservice programs to increase their classroom and 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.]