This paper is thematically dedicated to deviations and disturbances in the behavior of children and pre-adolescents, which include behaviors that deviate from the norm and socially acceptable conduct, and impair the quality of life of the person as well as microsystems (environment). Behavioral disorders, or maladaptive behaviors, have a negative impact on the child, thus it is necessary to reduce risk factors and strengthen protective factors that involve appropriate mechanisms for coping with stress, processing emotions, and engaging in socially acceptable behavior towards oneself and others. The aim of the empirical part of the study, based on a qualitative research paradigm, is to describe how familiar pedagogues are with the phenomenon of behavioral disorders, how they approach this phenomenon in their direct work, and the challenges they encounter while working with children with behavioral disorders. The obtained results indicate an understanding of the phenomenon of behavioral disorders in children and pre-adolescents and the role of pedagogues in dealing with this challenging and increasingly common phenomenon within pedagogical practice. The content analysis of responses suggests the benefits of implementing preventive programs within the spectrum of interventions, as well as the negative consequences when they are not implemented (at all or in an appropriate manner), consequently highlighting the areas in practice that require improvement. Numerous challenges arise when working with children who belong to the high-risk group for developing externalizing disorders; therefore, continuous professional development is essential for pedagogues to stay abreast of new insights and models, and to acquire the competencies necessary for working with this simultaneously challenging and vulnerable group of children and pre-adolescents.