This study investigates the types of student misbehaviour exhibited in foreign language classrooms and the strategies preferred by foreign language teachers to prevent them. The study additionally explores whether foreign language teachers’ preferred strategies correspond with their actual classroom practices. 44 teachers of English at the English preparatory schools of three universities participated in the study. Semi-structured interviews and observations were used to gather data. The findings illustrate different types of student misbehaviour in foreign language classrooms, some of which are similar to those in general teaching subjects, and some which are specific to foreign language classrooms. Themes including the use of one’s mother tongue, asking irrelevant questions, use of mobile phone, excessive talking and lack of willingness to participate as part of low motivation are found to be important misbehaviour types in foreign language classrooms. Teachers’ preferred strategies to handle student misbehaviour are mostly affective and include the use of body language, not administering punishment and being positive. It is also reported that teachers often fail to follow through with their proposed strategies when dealing with disruptive behaviour.