A quantitative correlational design was used to examine the correlation between classroom management strategies toward students' disruptive behaviors and their relationship on teachers' emotional well-being. The Classroom Management Questionnaire (CMQ, Diaz et al., 2018) and the Teacher Subjective Wellbeing Questionnaire (TSWQ, Renshaw et al., 2015) were used to measure the correlation between teachers' emotional well-being and classroom management strategies. Results indicated a significant positive correlation between the variables. Six factors were used from the CMQ to assess students' disruptive behaviors and the correlation between teachers' emotional well-being. The findings indicated that there were no significant negative correlations. Additionally, there was no correlation or predicted power between students' disruptive behaviors and teachers' emotional well-being. For the exposure to disruptive behaviors and years of teaching experience there was no significant positive correlation found. Gender was not a significant moderator of the relationship between exposure to disruptive behaviors and teaching experience. The study's practical implications and results are further discussed. [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.]