Abstract Beliefs related to classroom management vary among teachers and play an important role in classrooms. Despite the importance of this construct, valid measures have proven difficult to develop. This study evaluated the psychometric properties of the Behavior and Instructional Management Scale (BIMS), a short but valid measure of teachers' approaches to behavioral and instructional management. Results revealed a two-factor solution that possessed a good model fit, with large estimated factor loadings using confirmatory factor analysis. Evidence of validity was obtained with the Ohio State Teacher Efficacy Scale. Internal consistency for both subscales was adequate. Implications for future research are discussed.