Effective classroom management strategies are skills that improve teachers? practices within the classroom. The purpose of this qualitative grounded theory study was to examine teacher insights about their classroom management strategies and how, if at all, they modify their classroom management strategies. The qualitative grounded theory study included 15 teachers from a kindergarten through eighth grade school in Michigan. There were five themes embedded in the data revealing the commonalities and diversities among the study participants. Positive reinforcement was the first theme that emerged from the data. The second theme identified was teacher autonomy. Several teachers from the Joseph Pollack Academy of Excellence indicated that they have complete latitude to implement whatever classroom management strategy them deem effective within their own classrooms. The fourth theme embedded with the data revealed that teachers individualize their classroom management approaches to best meet the needs of each student. The final theme identified was the influences that caused teachers to select a particular classroom management strategy. Through analysis of the teacher responses, a theory emerged regarding whether teachers adapt their classroom management strategies and what factors influence the adaption of the classroom management strategies used. Leaders utilizing the effective classroom management theoretical model will have an increased understanding of the importance of classroom management and the influences on the strategies the teachers select. A school leader could utilize the developed model of effective classroom management strategies to assist their teachers in becoming more effective within the classroom. [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.]