The study group of the study, which aims to determine teachers' perceptions of classroom management and which uses case study, one of the qualitative research designs, consists of 25 teachers working in 3 primary schools in Yeniçağa district of Bolu province and determined on a voluntary basis. The study group was determined using easily accessible situation sampling. An interview form consisting of interview method and structured questions was used to collect data in the study. The data were analyzed by descriptive analysis. Each of the research questions was considered as a category, and the data obtained were analyzed and codes suitable for each category were created. According to the results of the research, some of the most common difficulties faced by teachers in classroom management are; lecturing with students at different levels of readiness, providing in-class discipline, and inability to communicate effectively with students. Some of the methods most frequently used by teachers to cope with the difficulties they face in classroom management are; Giving responsibility according to interests and abilities, using time effectively, doing motivation well, making an impressive introduction to the lesson. Burnout, stress, low motivation- unwillingness, anger, decreased job satisfaction, tension, sadness are some of the effects of teachers' classroom management difficulties. While some of the teachers see themselves competent in some subjects such as management of large groups, time management, being patient and calm, creating a positive classroom environment, drawing attention, motivation, and problem solving skills; Some teachers find themselves inadequate in communication, anger management, time management, enforcement of classroom rules, behavior management, innovative teaching method techniques, motivation, and solving student problems.