While the problems of exclusionary discipline are clear, we are still left with unanswered questions about educator training in this area. The decision to suspend or expel a student not only affects their immediate future but also, more importantly, may have deeper implications for the rest of their life as well as for their community and for society at large. Therefore, the purpose of this basic qualitative research study is to review the classroom management coursework and curriculum within teacher preparation programs at college institutions in the western region of the U.S. and to interview currently practicing teachers to understand what is being taught to prepare teachers for this aspect of their day-to-day job. Through the analysis of classroom management course syllabi with coding and the application of an innovation rubric, as well as the analysis of interviews with teachers, this study finds a clear disconnect between the realities in the classroom and what is being taught in classroom management courses within teacher preparation programs. It also confirms that after these programs, teachers feel unprepared to navigate student discipline in schools. This study offers implications for teacher preparation programs, specifically in the design of classroom management courses. [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.]