The purpose of the study is to describe the phenomena of exceptional children\'s contro l, and to explore the meaning and the distinctive features of the control in a special classr oom of the elementary school. For this purpose, the study proposed the three research questions, i. e., control and copi ng strategies, the meaning of control, and features of exceptional children\'s control. The study was conducted by ethnographic research method for 12 month in the special classro om(resource room) of the Happy Elementary School located in Chonnam Province. Ethno graphic data were collected and analyzed by participant observation and in-dept interview. Major findings can be summarized as follows: First, teachers\' control strategies for the exceptional children can be divided into teachi ng subjects and guidance area. And special educators implemented both (1) control strateg y of the reinforcement for desirable behaviors and (2) for the decrease of undesirable beh aviors among exceptional children. Second, students in the study tried to copy with the teachers\' control by implementation of (1) positive opposition, (2) negative opposition, and (3) no reaction strategies. Third, special educators and exceptional children\'s recognition on the cause of humanit y oriented control were the same as (1) encouragement vs. doing well (2) prevention vs. caring for (3) concern vs. love. But both of their recognition on the cause of coercive co ntrol are different: (1) short endurance vs. boring (2) lake of effort vs. difficulty of subjec t (3) individual character vs. teaching method. Fourth, special educators and exceptional children interpreted cohesive control as the sa me:‘encouragement’vs.‘love’. But their interpretations of the coercive control were differe nt, i. e., education\' vs.‘letting off steam’. Fifth, the control strategies of special classroom were different from that of integrated classroom: (1) individual control vs. group control (2) humanity oriented control vs. rule oriented control (3) preventive control vs. prescriptive control. In conclusion, this study suggests that the most effective control in special classroom is the harmonious implementation of the humanity oriented control and the coercive contr ol.