The ultimate goal of teacher education programs is to provide teacher candidates with the basics and preparedness to create classrooms that will alleviate their fears as prospective teachers. Knowledge about classroom management and classroom management skills is rated as one of the most crucial issues to be stressed on during teacher education. Yet, it is among the most ignored one. The purpose of this case study was to understand how graduate teacher candidates perceived their development and preparedness in classroom management pedagogy through active learning; and what they perceived as important to know about classroom management pedagogy.This study was sponsored by the Turkish Science Academy (TUBA). Data were collected in a graduate teacher education program with high reputation in South- West USA. The program aims at educating teacher candidates with a disposition to become continuous learners, and construct their own philosophy of teaching and learning by exposing them to active learning environments in their graduate courses.The sample in this study was 62 teacher candidates, three teacher educators, and 4 cooperating teachers. A case study design was used utilizing both qualitative and quantitative methods. Data were collected during Classroom Management course seminars, and field practice. . In-depth field notes contributed to understanding the teaching philosophy of the instructor, and the impact of the learning environment on teacher candidates' cognitive and affective development. Document analysis included the course syllabus, student assignments, reflective journals, evaluation forms by the cooperating teachers and supervisors. A survey questionnaire was constructed. All instruments were validated with three education professors and pilot tested. The scale reliability of the survey instrument for preparedness scale is a = .943 and development scale is a = .868). Nine TCS were purposefully selected for semi-structured interviews, document analysis, and the field observations. The criteria were: TCS practicing at different cooperating school, TCS with diverse credentials. All interviews were audio- recorded (~35 to 45'). All qualitative data (reported and voiced) were analyzed through content analysis and were triangulated with the findings of different data sources and crosschecked with an external researcher. The survey data were analyzed through descriptive statistics. Due to length considerations only main findings are presented here: Curricular Issues: Learning about classroom management pedagogy is crucial. All TCS agree that active learning and research equips them with strong content knowledge and instructional pedagogy, which is an asset to build and retain a healthy learning environment. Yet, subjects should be taught from a multidisciplinary perspective. Content should facilitate understanding learners' cultural differences, their cognitive, social, and moral development, as well as the reasons that lay behind learner behaviors. Themes such as utilizing authentic cases, promoting teacher-parent cooperation, building community in multi-cultural environments, and dealing with disciplinary issues emerged as a need to be included in the curriculum.Learning environment: Active learning activities are good models of what type of activities or techniques could be used or reconsidered for future practices. Activities such as learning through watching their own teaching is considered to contribute most to their development and preparedness, especially, self-evaluation and peer reflections on those videos. Teacher candidates believe that teacher educators should act as role models in their interactions with students, managing discussions, dealing with instruction, and collaborating with their colleagues. Field practice: Field practice is important; yet, rather than intensifying in a single cooperating school, findings suggest site visits that reflect different school cultures rather than idealistic contexts. The amount of teaching is found to more essential than the loaded portfolio and/or research assignments in the program. Theory and Research: Findings emphasize a gap between theory and practice. More, foci on multicultural education may facilitate TCS' establish classrooms where students feel safe and promote synergy for learning. TCS suggest bridging the gap by having guest speakers who proved themselves in the field.