This paper reports on a longitudinal study of a preservice teacher called "Peace" as she moved from her 4th (and final year) year of studies to her first year of teaching. The study investigates her understanding of behaviour management over a twelve-month period. Peace already had a Bachelor of Behavioural Science, majoring clinical psychology, and has a strong background of working with young people. Shulman (1987) outlined the categories of the knowledge teachers should possess in order to promote understanding among students. Among them is general pedagogical content knowledge ..."with special reference to those broad principles and strategies of classroom management...". (p.8) Implicit in this category is that whilst teachers need to draw on all categories during classroom teaching, a knowledge of behaviour management strategies is crucial to their effectiveness. This paper uses concept mapping and accompanying think aloud protocol to show how Peace used behaviour management strategies that moved beyond behaviour modification to incorporate a classroom climate that supports all aspects of learning.