This study investigated the influence of teachers’ personality traits on classroom management in public secondary schools in Taraba North Senatorial Zone, Nigeria. The research focused specifically on three traits from the Big Five Factor Model: openness to experience, conscientiousness, and agreeableness. A causal-comparative (ex-post facto) research design was adopted. The population comprised 3,912 teachers, from which a sample of 362 was selected using a multi-stage sampling technique. Data were collected using a validated and reliable 27-item questionnaire adapted from the Big Five Inventory. Descriptive statistics (mean and standard deviation) and inferential statistics (Chi-square test of independence) were used for data analysis. The findings revealed that teachers’ openness to experience, conscientiousness, and agreeableness  had significant positive influence on classroom management.  The study concludes that certain personality traits, particularly conscientiousness and openness, are critical variables for effective classroom management. It is recommended that the Taraba State government implement continuous teacher training programs and that school administrators consider personality attributes alongside qualifications during recruitment to enhance classroom management and overall educational outcomes.