Ideas regarding the nature of appropriate and inappropriate behaviors and how to control them vary among teachers and can play an important role in classroom management. The purpose of this study was to investigate the differences between the beliefs of experienced and pre-service teachers regarding classroom management. Within this study, classroom management is defined as a multi-faceted process that includes three broad dimensions: (1) the person dimension (what teachers believe about students as persons); (2) the instructional dimension; and (3) the discipline component. Data were collected from 201 subjects (53 percent pre-service teachers and 47 percent experienced teachers) via the Inventory of Classroom Management Styles (ICMS), Rotter's Internal-External Locus of Control Scale, and demographics. The ICMS represents a major revision of Tamashiro's (1980) Beliefs on Discipline Inventory, consists of 10 forced-choice items, and considers each of the 3 dimensions of classroom management. Beliefs were classified on a continuum that reflects the degree of teacher power over students. The continuum is categorized into three segments--noninterventionist, interactionalist, and interventionist. Results indicate that external preservice teachers scored significantly more noninterventionist than external experienced teachers who scored more interventionist; with respect to locus of control, experienced teachers were found to score significantly more internal than preservice teachers. (Contains 18 references.) (Author/LL)