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Classroom management (CM) can be viewed as a system of strategies employed by a teacher to influence the physical and social space of the classroom to foster an environment where learning can occur (Christofferson, Sullivan, & Bradley, 2015). Classroom management skills are crucial for teachers to create classroom settings where students can learn as effective CM leads to student high achievement (Stronge, Ward, & Grant, 2011) and contributes to teacher remaining in the profession. The first years of teaching are usually reported to be the most challenging. The aim of the research is to describe in detail CMS of student teachers (pre-service teachers) on their long term teaching practice in lower secondary classes. The research is based on an integrated mixed methods design (Creswell & Plano Clark, 2011). The main, qualitative part of the research is designed as field research based on ethnographic research design. Its aim is to describe conceptions (via interviews and reflective teaching diaries) and use (via observation with video recordings and its transcription) of CMS of student teachers. The quantitative part of the research includes (a) examination of quantitative parameters gathered via video recordings of lessons such as the types of CMS, behaviour alteration messages and techniques, discipline mechanisms, instructional techniques, student negotiation techniques and (b) statistical analyses of survey data regarding CMS and individual characteristics of student teachers such as a the need for (cognitive) closure. CMS were measured by adapted Behavior and Instructional Management Scale – BIMS (Martin & Sass, 2010) and need for cognitive closure by adapted Need for (Cognitive) Closure Scale – NFCS (Roets & Van Hiel, 2011). NFCS consists of 15 items with 6-point Likert type ratings measuring 5 sub-scales: desire for predictability, preference of order and structure, discomfort with ambiguity, decisiveness, and close-mindedness.