Classroom management (CM) is one of the core issues in EFL teacher's teaching experience. It has long been a concern for pre-service and novice teachers when putting their knowledge and skills into practice. This study aims to seek Indonesian pre-service English teachers' perceptions toward effective classroom management, how they implement those perspectives, and clarify the extent to which their perception is compatible with the implementation of the actual practices during their internship. 

This research was conducted in the English Education Department of one of the universities in Central Java, Indonesia. The researcher applied a qualitative research method with a narrative inquiry design and focused on using a biographical approach. The data for this study were collected through questionnaire, interview, document analysis, and observation then analyzed in 3 stages which included data condensation, data display, and conclusion drawing.

The result revealed that pre-services English teachers had a positive perception toward operant conditioning theory and choice theory as strategies to achieve effective CM practices. They implemented the operant conditioning theory by Providing reinforcement, giving compliments, praising students. For the choice theory, they only applied them in accordance with the situation and needs of the students in their class. Pre-service English teachers' perceptions are aligned with what they implement during their teaching practice. However, they have not implemented it optimally because they felt that theories related to CM were not specifically taught. Therefore, it is suggested that education programs should place greater emphasis on classroom management theory and practical strategies in their curricula. The findings of this research have significant implications for Pre-service English teachers, especially in determining the most effective strategy to achieve the best practice of CM during the teaching practicum.