|This study explored how pre-service early childhood teachers` practical knowledge about classroom management strategies in teaching developed during field experience and the influence of classroom teachers on this development. Four pre-service early childhood teachers working in the field were chosen as participants. Data were collected through stimulated recall interviews, observation, and semistructured interviews. Data analysis revealed four management strategies that emerged through the development of the participants` practical knowledge: 1) initiating attention and interest at the start of a lesson time through riddles, 2) maintaining attention and interest throughout a lesson by encouraging active participation, 3) initiating and maintaining attention and interest throughout a lesson with imaginary play, and 4) invoking a positive behavioral response by assuming a stern/assertive expression. The influence of classroom teachers on the development of practical knowledge was also examined. These findings have particular implications on the teacher education programs of early childhood teachers.