Managing the classroom is one of the necessary skills for effective teaching. Teachers adopt individual classroom management styles while implementing their classroom activities. The current study aims to investigate the attitudes of novice and experienced EFL teachers towards different classroom management styles (interventionist, non-interventionist and interactionist), and how those attitudes evolve in relation to their teaching experiences. The sample consisted of 36 EFL teachers working at state schools in Mersin, Turkey. Data was gathered from the voluntary participants by employing an Attitudes and Belief on Classroom Control (ABCC) Inventory and the responses were analyzed statistically by using Mann-Whitney U, Wilcoxon W, and Z tests. Nonparametric test results indicated that there was no statistically significant difference between the attitudes of the novice and the experienced EFL teachers in terms of using interventionist styles. Teachers reported exerting control in classrooms irrespective of their experience level. Additionally, with respect to non-interventionist and interactionist classroom management styles, more experienced EFL teachers were found to be more flexible in their approach to classroom management and were more likely to provide space for student modification of the classroom setting. The more experienced EFL teachers were observed to allow students to become more involved and active in classroom interactions and dialogues empowering the students to create a common voice for the classroom procedures and routines. Novice EFL teachers in contrast with their more seasoned counterparts were more concerned with concretely following and implementing the lesson plan according to set procedures. These findings suggest that novice teachers might benefit from additional in-service training to deepen their communication skills in classroom, contextual flexibility, and practice of the different classroom management styles.