Classroom management is an essential element of successful teaching and should therefore play a central role in teacher education. This study examines how intensively classroom management is taught both in classes that accompany practical internships as well as in the initial stages of teacher training at the University of Potsdam. We also compare how much students knew about classroom management during their teaching placement (n = 157) with how much teaching students in bachelor programs (n = 252) or at an earlier stage of their master's degree knew (n = 145). We then looked at how much knowledge these three student cohorts had acquired over the course of a single semester. Thus, the study was based on a sample of N = 554 students, who were questioned and tested during the winter semester 2016/17. Classroom management was taught more intensively in pedagogical courses than in didactic courses, especially in the bachelor program and during teaching internships. Latent structural equation models indicated that students on teaching placements knew much more about classroom management than bachelor students. Student knowledge remained relatively constant over the course of the semester. We discuss implications for teacher training.