This qualitative study explores classroom management coaching for first-year teachers (FYT). We present a case study of one urban district's pilot of a coaching program to curb persistent struggles with this vital pedagogical skill. To gather a comprehensive understanding of this program, we interviewed 15 FYTs about their experience with the program along with district administrators who oversaw the program, campus principals who evaluated these teachers, and classroom management coaches. We learned how these decision makers, evaluators, implementers, and stakeholders experienced, observed, and addressed the issue of student misbehavior for FYTs. We present five structural elements inclusive of context, observation, advice, collaborative, and harmony that undergird effective classroom management coaching for FYTs. Findings have implications for district induction programs towards ensuring urban beginning teachers can be supported in classroom management.