This study focused on the factors hindering effective teachers’ classroom management in public secondary schools in Tarime District. The study employed qualitative approach that developed in-depth understanding of the participants’ experiences on the research problem. An instrumental case study design was used to get the participants’ views on the subject in detail. Glasser’s choice theory was selected to guide the study. The study involved eight secondary schools. The DEO, heads of schools, and classroom teachers who made a total of 41 participants were involved in this study. Purposive sampling was employed to sample the participants. The data were collected through focus group discussion, semi structured interview, and classroom observation. The data collected were transcribed, coded, summarized, and analyzed qualitatively in a narrative way. The findings from the study revealed that the major factors hindering classroom management are; students’ noise making, unnecessary movement by students, lack of students’ concentration, sleeping, challenging questions from the students, students’ engagement in other activities, poor teaching approaches, teachers’ inexperience, teachers’ incompetence, teachers’ stress, poor personality of the teacher, abusive language used by teachers, discrimination of students by teachers, undesirable classroom weather conditions, poor students seating arrangement, poor constructed classroom windows, and lack of maintenance of classrooms. This study recommends that, the government should recruit competent teachers and give them good payment. It should also build more classes to avoid overcrowding. Teachers should use appropriate teaching approach that support active learning. Parents should ensure that their kids are well disciplined. It is concluded that most teachers do not teach well because they are unable to manage the class. They need more training especially on management skills.