Martin and Sass (2010) have construct-validated the Behavior and Instructional Management Scale (BIMS), an instrument that facilitates assessment of teachers’ beliefs and practices in classroom management. This scale is subdivided into two independent theoretical constructs: instructional management and behavior management. Our aim is to report on the evolution of the scale and to validate its French translated version. In this perspective, we collected data from a sample containing 338 pre-service elementary and secondary school graduating teachers. Results show that the French translated version of the BIMS obtains psychometric properties that are close to those observed by Martin and Sass (2010). These results are discussed in terms of research perspectives.