This study aimed to determine the behavioral management approaches employed by Special Education Teachers (SPET) and receiving teachers in transforming behaviorally challenged learners. The research sought to identify common challenging behaviors, the behavioral management approaches used, the significant relationship between behaviors and approaches, challenges encountered, and to propose interventions for teachers. The study utilized a quantitative descriptive-correlational research design. The respondents were a total of 153 teachers from various elementary schools in the Division of Camarines Norte, composed of 26 Special Education Teachers and 127 receiving teachers. Data was collected using a survey questionnaire and analyzed using statistical treatments such as weighted mean, frequency count, ranking, and Pearsons Correlation Coefficient. The findings revealed that common challenging behaviors were rated as challenging or a bit challenging, while all behavioral management approaches were consistently applied, rated as always applied. There was a significant relationship between the behaviors and the approaches, with a positive correlation. The top challenges encountered by teachers included limited resources, difficulty with parental involvement, and lack of special skills. The study proposes a one-day training on participatory approaches for managing behaviorally challenged learners.