The impact of classroom management and the impact of classroom climate on student academic achievement has been independently documented by scholars. Less is currently know regarding the relationship linking classroom management and climate. Therefore, the purpose of this quasi experimental study was to explore the influence of classroom management interventions on students' perceptions of the classroom climate. Operating within a conceptual framework proposed by Marzano, the research question involved documenting the efficacy of the implementation of a specific classroom management plan on classroom climate. Participants of this study included 22 teachers and 187 students from two Midwestern Lutheran school. Student perception of classroom climate was assessed using pretest and posttest administration of the Classroom Atmosphere Survey (CAS) and teacher attitudes and beliefs were measured using the Teacher Self-Assessment (TSA) scale. One school served as a control group, and the other served as the experimental condition that applied a classroom management intervention that incorporated student perceptions into classroom management plans. Chi square analyses revealed no significant differences between the treatment conditions or change on the pre and posttest administrations of the CAS. Results of this study provide direct evidence related to the efficacy of a specific model for developing effective classroom management plans. This study promotes social change by helping to inform interventions and professional develop models to improve strategies of best practice in teaching, especially ones that incorporate reciprocal strategies for integrating student input as an essential element for ongoing teacher effectiveness in a world where the student's voice is often missing.