This study aims to understand the problems of classroom management in elementary schools and to explore the strategies to tackle these problems. Methods of survey, interview and semi-structured interview were used for data collection. Survey participants were 287 teachers and directors from 24 elementary schools in Pingtung area, 10 among whom were interviewed. In addition, 2 doctoral graduate students and 2 supervisors of the elementary schools were interviewed for analysis of classroom management strategies. The data showed that classroom teacher questionnaire respondents felt the most difficult among six classroom management practices was “classroom rules”; the second most difficult was “planning and conducting instruction.” It was also indicated in the results that classroom management strategies should be applied in five dimensions.