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This study examined the challenges and successes related to classroom management in a new French Immersion Elementary School (FIES). Framed by language immersion research and theories of culturally responsive classroom management (Weinstein, Curran, & Tomlinson-Clark, 2003), the study focuses on teachers’ decision-making processes in a one-way immersion setting. Using a case-study approach on one kindergarten classroom, qualitative data over one year included field notes from participant observation; transcripts of interviews and focus groups with teachers and administrators; classroom artifacts; and videotapes of classroom sessions. Results showed that classroom management was strongly shaped by several factors: the political context, lack of school-wide curricula and policies, built environment, and teachers’ prior experiences. The discussion examines how language educators and researchers must look beyond teachers’ beliefs and students’ cultures when devising solutions to social and behavioral challenges. Recommendations for new language immersion schools that deal with behavior management challenges are made.
