||The purpose of this study was to understand how one-to-one initiatives affect classroom management and to discover which best practices teachers have implemented into their classrooms in order to maintain a well-managed one-to-one environment. The first form of data collection was interviewing teachers. These semi-structured interviews were conducted in the participant's classrooms during a prep hour of their choice. The second form of data collection was observation. Observations took place in the participant's classrooms during one of their 90-minute instructional periods. Artifacts, specifically teacher lesson plans, policies, and classroom procedures were collected. Both pre and post-initiative examples were included as available. Finally, I kept a personal journal, which contained any thoughts or feelings I had as the research progressed. The lack of professional development (PD) relative to classroom management was brought to the forefront during the data collection process. Although this was not a theme, its relation to the themes that emerged was relevant. The first theme that materialized pointed to the unintended consequences that surfaced since the onset of the one-to-one initiative. Another theme addressed the changes in classroom instruction that have occurred since the one-to-one implementation. The final theme looked at the changes this initiative has had on teacher-centered versus student-centered instruction. These themes pointed to best practices teachers are using to maintain a well-managed classroom, not because of adequate professional development, but because of the knowledge the teachers gained in the first two years of the implementation.