This study explored the lived experiences of novice elementary school teachers with respect to classroom management. This study used a phenomenological case study research design. Four novice elementary school teachers struggling with classroom management were selected from private elementary schools in Lahore. Semi-structured interviews were conducted to elicit the lived experiences of the participants. All interviews were audio-recorded and later transcribed for conducting a qualitative content analysis of the data. The analysis revealed that novice teachers faced various challenges in managing their class-and used multiple pedagogical techniques to handle day-to-day classroom issues. Usually, a new teacher is highly dependent on the support and help from the school management; irony, however, is that they seldom receive any. This study contributes to contextual knowledge related to the issues and needs of novice private elementary school teachers at the start of their careers.