Focus groups and interviews can help to determine teachers' perspectives on classroom management. The problem with special education in the United States is that teachers are not prepared for specific classroom challenges, and their perceptions of classroom management have not been thoroughly documented. Gaps in the literature included teachers' perspectives of classroom management and teacher focus groups for classroom management perspectives. The purpose of this qualitative case study was to explore Northern Illinois teachers' perspectives on problematic student behavior, methods of addressing the behaviors, and the impact they have on academic performance. Research questions asked which supports would benefit classroom management and which strategies teachers found beneficial. The theoretical framework was transformational leadership theory. Participants were 17 teachers from a single school district in Northern Illinois, including general and special education classrooms. Interviews and focus groups with participants were conducted remotely and recorded to ensure accurate transcription. Transcripts were provided to participants to ensure accuracy. Information was analyzed with MAXQDA to recognize codes and themes. Interview themes favored a team approach; classroom environment improvement with relationship-building; positive, fair communication; and classroom management training viewed as beneficial but insufficient. Focus group themes included clear classroom expectations and respect as beneficial, challenging behavior that interrupts lessons and damages student relationships, and consulting works when professionals collaborate. Teachers reported that relationship-building with students and maintaining clear expectations improves classroom management, but more training would be beneficial. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]