Recognizing that inexperienced teachers may differ substantially from experienced teachers in their perceptions of student control, a study examined both preteachers' and experienced teachers' strategy selections when confronted with student misbehavior scenarios that reflected particular situational determinants. Subjects, 522 prospective and experienced elementary and secondary school teachers enrolled in communication classes in large eastern and western universities, completed a survey that included four student misbehavior scenarios. Respondents selected those strategies they would use to gain student compliance in the scenarios reflecting misbehavior type (active/passive) and intensity (frequent/occasional). Using pro- and antisocial Behavior Alteration Techniques (BAT) factors as variables, four significant multivariate effects resulted. Experienced teachers reported using more pro- and antisocial strategies than did prospective teachers. Both groups relied on antisocial BATs for active misbehaviors and prosocial for passive; both groups used pro- and antisocial strategies for frequent, as opposed to occasional, misbehaviors. Antisocial BATs were used more frequently by male teachers. (Tables of data and a figure are included, and 42 references are attached.) (NKA)