Despite decades of research in classroom management, issues contributing to novice teachers feeling unprepared to manage classrooms have not been fully explored. Teachers reported uncertainty with classroom management practices and requested clear expectations and additional support in classroom management (Cooper et al. 2018; Mireles-Rios, Becchio, and Roshandel 2019). This study's purpose was to describe how feelings of unpreparedness were shaped by teacher preparation in classroom management including suggestions for teachers and teacher mentors. Constructivism, social constructivism, and instructional scaffolding showed that active learning and practice with gradually reduced support increased classroom management autonomy (Bruner 2009; Piaget 1932; Vygotsky 1978). The qualitative descriptive case study utilized interviews with eight novice teachers from the California Bay Area and an analysis of transcripts and course descriptions to describe classroom management needs. Findings identified a lack of practical approaches, poor preparation for behavioral issues, and minimal evidence-based classroom management training. Researchers suggested actionable solutions for teachers and teacher mentors.