Children throughout the United States often experience negative emotions that stem from childhood trauma in the home environment. Does trauma affect the development of the brain resulting in misbehavior and academic underachievement? The study will examine behavior and academic achievement in grades 4-6 for students experiencing childhood trauma. This mixed study focused on collecting qualitative and quantitative data from teachers in grades 4-6 in the format of a questionnaire and various data reports. The outcome obtained from the research problem revolves around 12 research questions. Findings suggest trauma is not a factor in academic achievement and behavior except in the case of Encase 21 mathematics assessments. Results from the questionnaire suggest teachers do see trauma as a factor in academic achievement and behavior. The use of intentional professional development and guidance from the school counselor helped contain student behavior and academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]