The purpose of this study was to identify the frequency and seriousness of disruptive student behaviors and the effective strategies used by educators to manage these classroom behaviors. At a mid-sized state university, 228 of 780 faculty members (29.2%) completed a 76-item survey. Results indicated that as faculty members' participation in classroom management training increased, they reported less frequency in disruptions. Positive correlations were found between the seriousness of disruptive student behavior and faculty gender, status, and interest in additional resources and/or training. Successful classroom management techniques not found in earlier research are identified and explained. Suggestions for efficient training based on the data are offered. (Contains 7 tables.)