<![CDATA[Classroom management constitutes an essential pedagogical competency that significantly contributes to establishing a supportive learning environment, especially in first-grade elementary classrooms, where students exhibit diverse characteristics and are adapting from early childhood education to formal schooling. This study was conducted to explore the challenges encountered by teachers in managing first-grade classrooms and to examine the strategies they employ to facilitate effective learning. A qualitative approach with a case study design was adopted in this research. The study took place at SD Negeri 5 and involved one first-grade teacher selected through purposive sampling. Data were gathered using semi-structured interviews and documentation of classroom learning activities. The collected data were analyzed through descriptive qualitative analysis, including data organization, data presentation, and conclusion drawing. To ensure the trustworthiness of the findings, technique triangulation and member checking were employed. The findings revealed that teachers encounter various challenges, including students' adaptation to the school environment, differences in initial reading, writing, and numeracy skills, short attention spans, mood changes, attention-seeking behaviors, and limited independence in daily activities. The strategies implemented include creating an enjoyable learning atmosphere, using ice-breaking activities, utilizing interactive learning media, arranging seating gradually, providing positive reinforcement, applying individual approaches to students, and maintaining intensive communication with parents. The findings indicate that successful first-grade classroom management is influenced by teachers' ability to adapt instructional strategies to students' characteristics and developmental needs.]]>
