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The purpose of this study is to examine the change in self-efficacy levels and classroom management knowledge levels of preservice teachers who have attended a classroom management course. The study was conducted during the first semester of 2014-2015 academic year with 40 students who were studying in the Education of Children with Intellectual Disabilities at the Faculty of Education at the Eastern Mediterranean University. In this study, one group pre-test–post-test design which is one of the quasi-experimental designs was used. The data were collected by Classroom Management Knowledge Test (CMKT) and Teacher Self-Efficacy Scale (TSES). Classroom Management Knowledge Test consists of 31 items which load on three sub-factors which are instruction process, classroom rules, and monitoring students. Reliability of the knowledge test was examined by calculating Cronbach’s Alpha coefficient and it was found .69 for the total score of CMKT (Güner, 2011). Teacher Self-Efficacy scale consists of 24 items which load on three sub-factors which are student engagement, instruction strategies, and classroom management. For the total scale the Cronbach’s Alpha reliability coefficient was found .93 (Çapa, Çakıroğlu, & Sarıkaya, 2005). In this study, IBM’s SPSS Statistical Software Package 20 was used and data were analyzed by nonparametric tests of Wilcoxon signed rank test for related samples and Mann Whitney U test for independent samples. Data analyses are still under process, the findings will be discussed in the light of the classroom management literature.