Challenging behaviors exhibited by students can disrupt the schedule of daily learning. The purpose of this study was to gather the perceptions of early childhood education pre-service teachers on their levels of preparedness to work with children exhibiting challenging behaviors. Information was also gathered on what types of hands-on learning experiences they had in their teacher preparation programs that contributed to these levels of preparedness. Twenty-one pre-service teachers in the final semester of their undergraduate early childhood education licensure program participated in a survey either online or via a hard copy version of the survey to complete during a student teaching seminar at their university. The findings from this study were inconclusive and suggest that further research is necessary to evaluate the preparedness levels of pre-service teachers regarding children’s challenging behaviors. Limitations as well as recommendations for future research are discussed.