This study aims to determine level of pre-service teachers’ classroom management anxiety and variables predicting classroom management anxiety. The study is designed following relational screening model. Research study group consists of 468 high school students. Research data was collected via classroom management anxiety scale. Descriptive analyses, t-test and multivariate regression analyses were used to analyse data in this study. Classroom management anxieties of the education faculty students and the pedagogical training certificate program students were found to be at similar and low levels. It was identified in the study that classroom management, providing motivation, facing unexpected situations and management of hard groups dimensions varied significantly according to whether participants were students of education faculty or students of certification program; providing motivation and professional competence varied significantly according to participants’ bachelor’s degree programs. It was determined in the study that dimensions apart from establishing positive learning environment varied significantly according to gender; and perception of professional competence, providing motivation and management of difficult groups dimensions varied significantly according to whether participants had teaching experience. In addition, it was observed that bachelor’s degree program, experience and duration of experience together explained 18.00% of pre-service teachers’ classroom management anxiety.