Educators create the culture of success in schools through the effective implementation of classroom management and discipline. Creating a proactive learning environment relies heavily on the training of new teachers in classroom management. Having new teachers find a management style which is consistent within the culture of the school and in which the teacher feels confident can be a process of many missteps much self-evaluation. However, once a new teacher can adequately implement a classroom management plan, they can create an environment in which students can feel safe and more motivated to learn. Some of the research on classroom management has found that teachers feel more in control and more competent when they have a formal plan for discipline and procedures (Charles, 1992). Thus, when new teachers can focus less on discipline they can shift their attention to refining a methodology that bolsters higher achievement. Good and Brophy (1984) investigated teacher's basic skills and efficacy and found that many teachers felt their worth as a teacher was directly related to their success of implementation of management skills. However, one of the major concerns of new teachers and their principals is that many preservice programs contain very little preparation in classroom management skills, which can result in new teachers feeling inadequate when it comes to implementing a successful management plan. Many leaders are stepping up to the new challenges of their schools and taking the knowledge from the expanding research base in classroom management to create schoolwide discipline plans that new teachers can implement quickly and use consistently. Strategies for developing effective classroom management for new teachers are presented. (Contains 17 online resources.)