This study examined the social dynamics between classroom management and student behavior among 20 Grade 10 students at St. Peter’s College during the 2023-2024 school year. It analyzed classroom management in terms of learning style and use of technology, and student behavior in terms of attendance rates, learning, and classroom participation, while considering respondents' profiles. Using a modified questionnaire and descriptive statistics, including frequency, mean, Pearson correlation, and ANOVA, the findings revealed that most respondents were 17-year-old females. Learning style and classroom participation scored highest in their respective categories, and significant relationships were identified between classroom environment and aspects of student behavior, such as attendance, learning, and participation. Gender also significantly correlated with both classroom management and student behavior. The study underscores the importance of these elements in effective teaching and learning, highlighting the need for further exploration of factors like individual differences, social dynamics, and demographics.