The perceptions of elementary school teachers, principals, and supervisors about classroom management strategies required of teachers when using alternative task structures and interactive instructional strategies were studied. A questionnaire developed by the researchers was administered to 34 kindergarten through grade 5 teachers, 7 principals, and 3 supervisors involved in a staff development program in the Knox County (Tennessee) School System, Translating Research Into Practice (TRIP). Educators were readily able to identify classroom management skills necessary to promote learning in alternative task structures. The identified skills are linked to the instructional functions of planning, providing structure, facilitating group function, attending to physical requirements, actively monitoring and managing student behavior, and establishing a classroom climate that will support active social learning. Identified teacher characteristics are more in terms of attitude. Educators feel teachers need to be flexible, tolerant, facilitating, and able to help students develop responsibility and self-discipline. Giving up control is a recurrent theme. The use of alternative structures can give students more choice and control in learning and provide greater opportunities to work closely with peers, but they require more of both teachers and students. An appendix describes the survey questionnaire. (SLD)