The present study aimed to provide deeper understanding of the factors guiding vocational teachers toward the adoption of classroom management beliefs and practices regarding the issue of student disengagement. Teachers were asked about the differences between their current and past practices, and about the reasons at the basis of their evolution. An analysis of teachers' interviews inspired a model of the change process, in which teachers' prior beliefs, triggering events, facilitators, and obstacles interacted to facilitate or impede the evolution of teachers' classroom management. Results emphasized the importance of providing teachers with sharing opportunities, of challenging their prior beliefs and of developing reflexive practice.