Classroom management is a key component of a successful learning environment. To support first-year teachers, mentors, administrators, and other educators need to understand how first-year teachers perceive their self-efficacy in classroom management. This study explored how first-year teachers perceived their self-efficacy with classroom management in their first semester of teaching. Findings indicated that first-year teachers perceived the importance of student engagement, student-teacher relationships, adaptability in the classroom, and support from others in the school building to describe their self-efficacy with classroom management. The participants also had perceived frustration with the behaviors of some students in their classes. It is recommended that first-year teachers need strong induction programs before the start of the school year that focus on developing classroom management plans. First-year teachers also can benefit from having mentor teachers who help them with classroom management issues. Implications, recommendations for future research, and limitations are discussed. [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.]