The execution of a single note on trombone is the result of a coordinated effort of three processes: respiration, slide placement, and articulation. These coordinated processes present the most significant hurdle for the developing trombonist. It is unrealistic for any classroom music teacher to be expected to understand the specific processes of the trombone, as the instruction found in music education instrumental methods courses is limited due to the time restraints of the semester. This document will serve as supplemental material to aid any instrumental teacher seeking insight into the unique challenges of trombone pedagogy in the classroom. This document is structured in two parts. Part One introduces examples of widely accepted pedagogical perspectives on respiration, slide placement, and articulation. Part Two draws upon the author's experience with public school band programs to provide examples for organizing the band room for successful classroom management, corrections for commonly used yet counterintuitive teaching instructions which hinder brass playing development, and author commentary on the most effective pedagogical perspectives and instructions for the information outlined in Part One.