This case study focused on EFL teachers' classroom management approaches and examined how Epistemological beliefs shadowed management approaches. To collect data, we used semi-structured interview questions and journal writing. Thirty EFL teachers participated in this study. Findings showed that EFL teachers following interactionalist (learner-centered) approaches at behavior and instructional dimension believed in learners' active role in knowledge acquisition. Meaning that learning effort, critical thinking and unique features of contexts were mentioned as elements contributing to constructing knowledge. EFL teachers' journals also showed connections between what they believe to be the source of knowledge and how they manage classroom.