This study explores the perception of pre-service English teachers regarding classroom management during their teaching practicum. The study involved three pre-service English teachers who had engaged in teaching internships at junior and senior high schools in Surakarta. Using a narrative inquiry approach, data were collected through narrative frameworks and interviews to gain valuable insights into the pre-service English teachers' experiences, opinions, and practices related to the pre-service English teachers’ perception and implementation of classroom management. The data were analyzed using thematic narrative analysis. The study reveals that pre-service English teachers' perception of classroom management has developed during their teaching practicum. The pre-service teachers' development of classroom management understanding initially focused on a set of rigid strategies learned in coursework, shifted toward a more profound understanding that emphasized empathy, adaptability, relationship-building, and emotional awareness. This research underscores the importance of experience-based learning and reflection in developing classroom management skills. Nevertheless, the study also identified several challenges in implementing classroom management, including small sample size, short-term observation, and limited scope of variables.