Classroom behavior management has been identified as an issue for some educators of refugee children who do not feel adequately prepared to support their students. While most of the research has been conducted on refugee-background students in secondary school settings, there is growing awareness that early childhood educators need support in identifying pedagogical and behavioral strategies which are supportive, inclusive, and effective for refugee children. In this chapter, we turn the language socialization lens on classroom behavior management in a kindergarten classroom in a Somali-centric charter school located in the American Midwest. We examine change over time with a focus on the teacher's practices for quieting students. In analyzing data collected over three school years, we found that the teacher expanded her repertoire of practices for restoring quiet and order and that this change over time may be characterized as a shift from a teacher-as-sole-authority orientation toward classroom behavior management to an orientation in which authority can be shared with students. In addition to contributing to the small body of research related to Somali refugee children, we hope to help shape a different narrative about young children of refugees and the teachers who work with them, as well as to encourage researchers and practitioners to consider what culturally responsive classroom management might be for this population. [For the complete volume, "Refugee Education across the Lifespan: Mapping Experiences of Language Learning and Use. Educational Linguistics. Volume 50," see ED660722.]