Among all the factors that create the school environment and influence the creation of a favorable atmosphere for more healthy development and education of students, the role of teachers stands out as crucial. Classroom management can be seen as the next important factor that stimulates the learning and teaching process and as a tool to create an environment in which the educational process would take place smoothly and develop a healthy and positive relationship between students and between teachers and students. The main goal was to examine whether there is a connection between teachers' characteristics and the dominant classroom management style. The self-assessment teaching style inventory (Đigić, Stjoljković, Janjić, 2011), including an interactionist, intervening, and non-intervening management style was applied to a sample of 300 respondents, as well as a questionnaire on teachers' characteristics constructed for this research. The results confirmed the connection between the style that dominates the classroom management of teachers and certain personal characteristics, such as gender, desire to have their child in education, attendance at education and the reason for choosing a profession.