Being unprepared to deal with classroom disturbances is a major cause of beginning teachers' reality shock. However, a lack of options remains to learn dealing with such disturbances. In this study, the longitudinal effects of classroom management training are investigated. Participants (N=97) were assigned to one of two intervention groups (classroom management training/stress management training.) or to a wait control group. Results revealed that the classroom management group was superior in classroom management skills. Both intervention groups were superior to the wait control group regarding well-being. Overall, the training can be a useful supplement to teacher education.