This article draws on a Norwegian project—in one primary and one lower
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classroom management and that resulted in a handbook on classroom management at each
of these schools. Teacher reflection and teacher sharing were vital in this project
initiated from the outside yet relying on bottom-up strategies. Three topics are
studied: procedures of the projects, teacher experiences with procedures and
teachers’ perceptions of learning opportunities in the project. Data was
collected using interviews, questionnaire and log from the process. Results show
that, although the main project work was carried out by the teachers the role of the
principal was vital during the whole process. Furthermore, the findings of the
project suggest organised work needs to continue after the project has ended
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