The research aims to what extent these guidance practices, which are very important, are known and applied by classroom teachers. The mixed research method was used to carry out a research suitable for this purpose. The experimental design, one of the mixed research designs, was used. Phenomenology design was used in the qualitative part and the scanning model was used in the quantitative part. “Teacher Interview Form on Classroom Guidance” and “Teacher Guidance Practices Scale” developed by Terekeci (2010) were used as data collection tools. Twenty-four classroom teachers participated in the qualitative part and 120 classroom teachers participated in the quantitative part. In the study, the opinions of the classroom teachers were taken with a semi- structured interview form. The research study group consists of classroom teachers working in Bafra district of Samsun province. In determining of the research group, easily accessible case sampling and criterion sampling techniques, which are among the purposive sampling methods, were used. In the study, descriptive analysis and SPSS program, independent samples t test and Mann Whitney U test analyzes were performed. According to the quantitative data obtained, the scores of the classroom teachers from the guidance practices scale do not differ significantly according to gender, professional seniority, class size and age. According to the qualitative data obtained, it can be said that classroom teachers have an idea about guidance practices and give more importance to practices such as getting to know the individual, vocational counseling, and developing productive working methods.