Teachers routinely report they are under-prepared for the classroom management challenges of the modern classroom and pre-service training programs are an important point of intervention. However, few studies have investigated classroom management training at the pre-service level. The present study compares two different training approaches across a single semester: (1) an internship-as-usual condition that includes mentorship by an in-service teacher and placement in a Pre-K through 3rd grade classroom: or (2) an intensive coaching condition that includes all activities from the internship-as-usual, plus experiential learning, observations, and performance feedback four times throughout the semester. Twenty-four senior undergraduate teacher trainees were randomly assigned to one of the two conditions. Results indicated that, on average, teachers in the intensive coaching condition demonstrated significantly greater improvement in several observed classroom management skills over time (e.g., concept summaries and behavioral praise); and that the magnitude of group differences in endpoint skills was moderate to large for all skills (between group effect sizes ranged from .44 to 1.31) Self-report measures (of knowledge, stress, self-efficacy for teaching, problems solving of classroom management challenges) showed little change over time and minimal group differences. Although both groups were satisfied with their experience, those in the intensive condition reported moderately more growth and satisfaction. [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.]