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This post-graduate thesis aims mainly at investigating how an educator manages a student who has Conduct Disorder in the class. The research includes a theoretical background on the Conduct Disorder, which describes the basic principles of understanding the development of behavioral problems and aggression, the main characteristics of pupils with Conduct Disorder and the attitudes and interventions of teachers within the school environment. The survey involved 16 teachers of general education and from the wider environment of special education, who previously had at least one student with Conduct Disorder. The tool chosen to conduct the survey is a semi-structured interview and qualitative analysis of content was chosen as a method of analysis. The findings of the survey showed how teachers were able to identify satisfactorily the elements that highlight the pupil with conduct disorder and how appropriate actions and interventions are accented as the teacher decides to cope with the difficulties in the classroom and in the school environment. More specifically, the teachers who participated in the research agreed that their teaching was influenced by the student‟s challenges, this is why they always prepared the classroom management strategy in advance. At that point, emphasis was given on positive and supportive strategies for the pupil and the early setting of class rules. Then, the results of the actions were identified by the teachers for the students with Conduct Disorder and their level of satisfaction from their overall effort to cope with the difficulties of the students in relation to the aforementioned actions was discussed. Also, a comparison is made between the results of the teachers of the diversified management of teaching and the conventional management of teaching. Finally, it is recommended that teachers continue to be trained in behavioral disorders so that they know how to apply appropriate intervention formulas without experiencing professional burnout and with a high level of self-efficacy.