Classroom management skills are an essential competency that educators must possess in order to create a conducive and effective learning environment. In the context of the microteaching course, these skills need to be analyzed in depth so that students, as prospective teachers, can understand the conceptual and practical dimensions of classroom management. This study aims to analyze classroom management skills in the microteaching learning process. This study uses a qualitative approach with a library research method, employing data collection techniques through the review of various relevant literature sources. The results of the study indicate that classroom management skills are not merely technical but also strategic and integrative, encompassing time management, spatial arrangement, interaction management, and the regulation of student behavior. The application of these skills is carried out through preventive, corrective, and supportive approaches to create optimal learning conditions.