This empirical study focuses on the examination of concerns and competencies related to classroom management among primary school teachers. The data were collected during the 2022-2023 academic year from a sample comprised of primary school teachers in Demirci-Türkiye. The study employed two distinct scales, denoted as the "Classroom Management Concerns Scale" and the "Classroom Management Competency Scale" to measure their classroom management concerns and competencies. Notably, the study encompassed the entire target population without the utilization of sampling techniques. Regarding the specific sub-problems addressed in this study, no statistically significant differences were observed concerning the gender of the participants. However, significant differences in professional seniority were found, particularly in the dimensions of relationship management, instructional management, and time management, as well as in the overall scores of classroom management competencies. Furthermore, significant differences were detected in relationship management in relation to the graduates' academic fields. In addition, the participants' respective grade levels of teaching demonstrated significant differences in the realm of relationship management. In the final sub-problem analysis, a negative and weak correlation was found between the dimension of communication concerns and behavior management. To conclude, the findings derived from this comprehensive investigation were subjected to meticulous interpretation, and a series of pragmatic recommendations were proposed for both the academic field and practical application.