Being unprepared to deal with classroom disturbances is a major cause of beginning teachers' reality shock. However, a lack of options remains to learn dealing with such disturbances. In this study, the longitudinal effects of classroom management training are investigated. Participants (N = 97) were assigned to one of two intervention groups (classroom management training/stress management training.) or to a wait control group. Results revealed that the classroom management group was superior in classroom management skills. Both intervention groups were superior to the wait control group regarding well-being. Overall, the training can be a useful supplement to teacher education. •We developed a classroom management training (CM-Training) for teacher candidates.•The CM-Training showed longitudinal effects on teachers' perceived skills.•The CM-Training showed longitudinal effects on well-being.•The CM-Training was in part superior to stress management training.•The CM-Training is able to reduce symptoms of reality shock.