This study aims at identifying the perceptions of classroom management skills of primary school teachers and elementary branch teachers. The levels of perceptions of classroom management skills were analyzed based on certain variables such as gender, age, professional experience and branch. The relationship between their perceptions of classroom management skills and these variables is investigated. Besides study aims at investigating reason of differentation between perception of branch teachers’ classroom manegement skills. In the research, both quantitative and qualitative research methods were used. Quantitative data of the research was obtained by “Classroom Management Scale” that was developed by Delson (1982) and translated by Yalçınkaya & Tombul (2002) and of which validity and reliability was established by Babaoğlan & Korkut (2010). Qualitative data was obtained by the structured interview form. The participants of the study are classroom teachers and branch teachers working at the first level of basic education in nineteen basic education schools in Hakkari province during the school year of 2011-2012. For the analysis of quantitative data, “t-test”, “one way ANOVA”; for analysis of qualitative data, descriptive and content analyses were used. The study concludes that teachers’ perceptions of classroom management skills in regard to high levels. It is further found that these skills vary based on branches, but their gender, age and experience are found not to have any effect. At the same time, math and religious culture and moral culture teachers’ classroom management skills mean scores was lower than other branches. As a result of the analysis of the interview form applied to mathematics and religious culture and moral culture teachers, the reason for variations discussed that determined the themes such as, concepts related to classroom management,regulation of activities during the course, attendance of students, determined class rules, use of time and desired and undesired behaviors