Over 200 survey responses of single subject pre-service teachers were analysed through mixed methodology. Open-ended responses of teachers' beliefs on classroom management were qualitatively analysed to explain the various ways they described classroom management and how it can be impacted by content area. Frequency of codes and logistic regression indicate that teachers tend to focus on behavioural components of classroom management, though less so as they progress throughout teacher education. Findings have implications for teacher educators to focus more on a comprehensive understanding of classroom management and to prioritise content-based activities over potential student misbehaviour.