The purpose of learning in Islamic schools should be to facilitate transformation on the path to ma’rifatu'Llah. Transformation over compliance would therefore best characterise those behaviour management models most appropriate for Islamic schools. But unfortunately, behaviour management models are often adopted in Islamic schools without considered thought or evidence from tradition or empirical research. A critical examination of current behaviour management models and their embedded practices in Islamic schools is therefore required. To what extent are common practices effective, authentic and aligned with visions of Islamic education? The purpose of this paper is to produce a framework that can inform the development of future authentic behaviour management models in Islamic schools that are conversant with Islamic principles. The framework offered is based upon a synthesis of research within the field of Islamic education.