Managing classrooms is the central component of effective teaching and learning practices and, therefore, has always been the concern of teachers. The literature demonstrated that classroom management techniques are generally oriented either towards discipline or towards engaging students with learning. Teachers generally perceive classroom management techniques with an orientation either towards one or both, and these perceptions are likely to guide them about the way they manage their classrooms. In this context, the main intent of this research was to identify techniques that school teachers perceive as classroom management techniques (along with their orientation) and to examine the effectiveness of those techniques for supporting students’ learning. This research further examines gender differences among teachers related to these questions. This research used descriptive survey research design. The teachers in 190 elementary schools of district Dera Ghazi Khan served as population. Using cluster and stratified random sampling techniques, a sample of 406 elementary school teachers was selected. Of these 406teachers, 128 were female, and 278 were male. A questionnaire, adopted from Asiyai (2011), was employed as a research tool. The reliability of the tool was computed through Cronbach-Alpha coefficient, and validity was ensured by aligning items with research questions. It was found that teacher sightly believe that although both discipline- and engagement-oriented aspects of management can be perceived as classroom management techniques, both are also effective for students' learning