The objective of the research is to determine classroom teachers’ approach to classroom management and to analyze such approaches in terms of various variables. The research has been conducted with the participation of 420 classroom teachers working for state schools in Mamak District of Ankara Province. The research was done using the survey method. A survey called ‘Classroom Management Approaches’ includes 47 items under five sub-units for the purposes of revealing the approaches of classroom management towards classroom management. Data was analyzed using SPSS 15 package program. For data analysis, frequency, arithmetic average, t-test and one-way analysis of variance (ANOVA) are employed. When we deal with the findings of research; teachers' approaches to classroom management means are found in high level, approaches of classroom teachers towards classroom management are concluded on the behalf of female in terms of gender, whereas no significant difference is found according to class level, experience, number of students, education level of teachers and program type. No significant difference is determined in approaches of classroom teachers towards classroom management according to gender, class level, experience, number of students, education level of teachers and program type in terms of ‘plan program tasks’, ‘relation arrangements’ and ‘arrangement of physical structure in class’. In terms of time management, teachers who have worked for 16-20 years as teachers and those who have two-year degree are found to be more positive than the other teachers. In terms of behavior management, results are for the favor of female teachers, those who have worked for 16-20 years as teachers and those who have 41-50 students have more positive results when compared to other teachers.