Urban elementary school teachers face many challenges in the classroom. Addressing challenging student behaviors is one of these challenges. Challenging student behaviors, which include disruptive behaviors such as noncompliance and verbal aggression, can impede student engagement, and if students are not engaged, their learning is stymied. Asset-based pedagogy can influence how teachers manage challenging behaviors. The aim in this qualitative exploratory case study was to investigate the experiences of teachers working with students who exhibit challenging behaviors in an urban elementary school. The goal was to identify the challenging behaviors displayed by students and the teachers' perceptions of the causes of such behaviors in students in kindergarten through third grade in an urban elementary school setting. Managing challenging behaviors can influence and increase student engagement and academic achievement. Understanding teachers' perspectives may help identify the strategies needed to manage these behaviors. Data for this study were collected through semistructured interviews with the teacher participants and in-class nonparticipatory observations of the teacher participants. Thematic analysis showed what the participants viewed as the causes of challenging behaviors. The findings reflected two key concerns: an absence of parental involvement and teachers not adequately prepared for managing challenging behaviors. The participants also identified a lack of specific preservice programs that focus on the challenges of teaching in urban schools as a reason they were inadequately prepared. The data from this study helped to identify implications for future research and practice. These implications include (a) engaging parents as partners in education by creating opportunities for parent-teacher interactions that are accessible to all parents, (b) refining preservice educator programs in higher education institutions to include specific strategies specific to teaching in urban schools, and (c) training and research on best practices for both preservice and in-service teachers tailored to meet the needs of educators who teach in urban schools. [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.]