The COVID-19 pandemic process brought along compulsory changes in the field of education in our country as in the whole world. Traditional face-to-face education was replaced by virtual classroom implementations. Effective management of these implementations has therefore gained particular importance. This study was conducted to determine virtual classroom management competency levels of classroom teachers. The study was designed around descriptive survey model that aims to reveal the current situation. The population of the study was classroom teachers working in Pamukkale and Merkezefendi districts of Denizli province in the 2021-2022 academic year. The sample of the study was comprised of 326 classroom teachers determined with random sampling method. The data of the study were collected through the scale of "Teachers' Virtual Classroom Management Competencies" developed by Can & Gündüz (2021a). The scale is 5-point Likert-type scale and consists of 24 items. The sub-dimensions of the scale are "relationships with students", "virtual classroom activities" and "virtual classroom management." In the analysis of the data obtained in the study, descriptive statistical analysis methods were employed. As a result of the preliminary analyses, non-parametric statistical tests including. "Mann Whitney U" test and "Kruskal Wallis-H" test were determined to be used. According to the results of the study, the teachers viewed themselves at a good competency level in all sub-dimensions of virtual classroom management. It was found that the classroom teachers with prior virtual classroom experience exhibited significantly higher total arithmetic means in the sub-dimensions and in the overall scale compared to those without virtual classroom experience. The highest mean regarding the classroom teachers' virtual classroom management competency levels and the sub-dimensions was observed in the sub-dimension of "Virtual Classroom Activities" and at "agree" level. This indicates that the teachers possess the highest level of competency in virtual classroom activities. Looking at the results, it is determined that the teachers' virtual classroom management competencies are generally at a high level.