amp; Plano Clark, 2011). The sample consists of six student teachers on their long term practice in lower secondary classess. From each student teacher we videotaped six lessons in one class and conducted an interview, questionnaire and reflective diaries written by student teachers. This paper focuses on qualitative part of the research, which is the main part. The preliminary findings show different CMS strategies. In terms of power of student teacher in the classroom, we ditinguish centralised and decentralised power settings. According to criteria of focus of student teacher, we distinguish focus on learning content and focus on student. The combination of these criteria brings together four classroom management strategies of student teachers: centralised power focused on student, centralised power focused on learning content, decentralised power focused on student, decentralised power focused on learning content.