Teacher conceptualization of behavior problems is important in determining what strategies are used to prevent problematic classroom behavior. If teachers view a student’s behavior as symptomatic of a poorly organized classroom, they may seek ways of reorganizing the environment to maximize occasions for occurrence of appropriate behavior and the prevention of behavior problems. That is, teachers consider  antecedent approaches and attempt to set the occasion for appropriate behavior to occur. This article will describe approaches for setting up antecedent classroom strategies designed to prevent problematic behavior and subsequently enhance classroom management plans.