The purpose of this study was to investigate classroom management strategies of teachers with mental retardation class in elementary schools. Also, this study was to explore the degree of influence of teachers' classroom management strategies on background variables. Both questionnaire survey and interview were used to achieve this purpose. There were 242 valid questionnaires and 6 interviewees. Various statistics methods, including frequency distribution, percentage, mean, standard deviation, t-test, one-way ANOVA were employed to analyze the differences among the samples' background variables. The major findings of this study were as follows: 1.The scale of the classroom management strategies of teachers with mental retardation class in elementary schools indicates high degree. 2.The varieties of different teachers' backgrounds show partly significant differences on the classroom management strategies of teachers with mental retardation class in elementary schools. 3.According to the difficulties encountered by the teachers with mental retardation class, the major one is students are inclined to distract and lack of concentration. 4.According to the need of teachers with mental retardation class, the major one is the differences among students' individualities cause teaching problems. 5.Based on study results, some concrete suggestions were brought up as references for correlated study in the future.