The study investigated teachers’ strategies for managing classroom behavioural problems in primary schools in Ogidi Education Zone. Two research questions guided the study. Descriptive survey research design was employed for the study. The population of the study comprised all 1,448 primary school teachers in Ogidi Education Zone. The sample size for the study was 500 teachers which were drawn using simple random sampling technique. The researchers developed questionnaire “Teachers’ Strategies for Managing Classroom Behavioural Problems Questionnaire (TSMCBPQ)’’ was used for data collection. The instrument was validated by three experts, two from Educational Management and Policy, and one from Educational Foundations in measurement and evaluation department. The internal consistency of the instrument was determined using Cronbach alpha reliability estimates which yielded 0.84 and 0.81. Mean and standard deviation were used to answer the research questions. The findings revealed among others that teachers use reinforcement as a strategy in managing classroom behavioural problems in Ogidi Educational zone. It was also reported that that teachers use code of conduct as a strategy in managing classroom behavioural problems in Ogidi Educational zone. Based on the findings, it was recommended among others that Post Primary School Service Commission should introduce a school-based annual training programme in all secondary schools for teachers to up-date their knowledge and skills in the use of various strategies in managing classroom behavioural problems.