Classroom management is one of the difficulties that pre-service English teachers encounter in their classroom teaching practice and teacher preparation is necessary before teaching. Encouraging pre-service teachers to reflect on their teaching and reflective practice positively impacts teacher education. This reflective practice intends to better prepare pre-service teachers for classroom challenges, particularly classroom management. The author then conducted a descriptive qualitative research to explore pre-service EFL teachers in classroom management preparation and their reflective practice. This study was conducted to English Education Students classes of 2019 as pre-service teachers at UIN Walisongo Semarang, with 9 participants consist of 6 females and 3 males as participants. Questionnaire and semi structured interviews of reflection data are used to collect data for this study. The content of reflection was structured by Gibbs (1988). The data analysis of the research used thematic analysis. According to the research finding, the pre-service teachers prepared the material, learning activity, and also prepared the strategies and methodologies for handling misbehaving students, keeping students’ attention, and building relationships. The second finding explained how the teaching practicum conducted by pre-service teachers went, the shortcomings and strength they realized after reflection, and what skills/strategies should be prepared for the future.