The classroom management style and the academic-character traits should jive to one another for the achievement of success in learning. The teacher must sensitive enough to know the needs of his/her learners on a specific management style that will not compromise their motivation and encouragement to participate always in the teaching-learning process. Teacher should be mindful enough to look into several considerations on what will be the ways on managing his/her learners that suits on their individual differences so that it will not hinder the accumulation of learning progress. The descriptive survey method was employed since the present study attempted to describe the existing conditions relative to implementation analysis. The respondents of this study are the teachers of Early Grades consists of 16 Grades 1, 16 Grade 2 and 18 Grade 3 teachers of Camarin D Elementary School Unit II and Camarin D Elementary School with total population of 50 teachers and 2,105 learners located at Camarin, Caloocan City. Based on the assessment of different classroom management used by the teachers. Authoritative Classroom Management Style is most often used. This study also revealed that there is an increase on the GWA of learners when compared on 1st Grading. Furthermore, based on the findings there is a significant relationship between classroom management styles and academic- trait performance of learners. The researcher recommend that teachers must consider using classroom management style that suits the kind of learner they have by giving them opportunities of suggesting what to be done to encourage them to be in-control by their teacher like open communication but not compromising the limitation between teacher and students. They should be sensitive enough to know if their classroom management style still fits on the learners needs. With this, teachers should be equipped with the knowledge and skills on different classroom management styles; since academic-character traits has bearing on the classroom management style based on the findings, teachers and administrators should be more serious in addressing the needs for skills and knowledge enhancement for teachers in classroom management styles and their proper usage; and a comprehensive faculty training sessions is hereby recommended to augment the needs of teachers for skills and knowledge enhancement on different classroom management styles for them learn proper usability of those styles appropriate with the learners that they have.