Discovery City Schools, located in the southern United States, served approximately 8,168 public school students in 15 individual schools during the 2022--2023 school year. After a districtwide consolidation in 2019, Triumph Middle School (TMS) was established as the only middle school in the district and served 1,121 seventh- and eighth-grade students during the 2022-2023 school year. Both the district and school names are pseudonyms used to maintain anonymity. The districtwide consolidation increased stress substantially for students, parents, and faculty/staff of TMS. However, the additional stress of the COVID-19 global pandemic shutting down the 2019-2020 school year and the effort it took to reopen for the 2020-2021 school year exposed a significant need for schoolwide implementation of trauma-informed practices (TIPs). Available data sources provided by the site principal were reviewed, including teacher surveys, attendance reports, discipline reports, and the school report card. Each data source indicated a need for schoolwide professional learning focused on creating a trauma-informed environment conducive to teaching and learning. This program evaluation aimed to identify participating teachers' perceptions regarding professional learning related to TIPs implemented during the 2022-2023 school year. Research has indicated a difference between the concept of professional development and the design of effective professional learning (Darling-Hammond et al., 2017; Thomas et al., 2019). The trauma-informed activities designed for participating teachers included research-based components of effective professional learning (Walker, 2020). The conceptual framework for this program evaluation was developed using the first three levels of Guskey's (2000, 2016) model of teacher change (MTC) embedded with Knowles's (1978) adult learning theory. This evaluation addressed components from the first three levels of the MTC: (a) teachers' reactions to professional learning, (b) teachers' actual learning versus intended learning, and (c) the organizational support and change required to implement and sustain the new knowledge and skills effectively. The conceptual framework paired with strengths, weaknesses, opportunities, and threats (SWOT) analysis provided the formal structure of the program evaluation. Qualitative data obtained from this case study evaluation illuminated the shared phenomenon of teachers serving at a large Title I middle school. Once I received required site and Institutional Review Board approval, all certified teachers at TMS were invited via school email to participate in the program evaluation. The first form of data collection from the 21 participating teachers included a SWOT analysis of professional development practices at TMS. These data granted a baseline of participating teachers' perceptions of current professional development practices. The next step for participating teachers was the Community Action Poverty Simulation. The entire TMS faculty and staff engaged in the poverty simulation and debrief session. The research participants followed the simulation with a recorded focus group interview. The evaluation included additional professional learning opportunities based on literature related to TIPs. Interview questions were developed from the first three levels of MTC questioning protocols, and focus group interviews were recorded and analyzed using MAXQDA (2022). The findings of this evaluation demonstrated favorable perceptions of participating teachers related to experiential professional learning opportunities, professional learning communities that encouraged collegial collaboration, and reflected a need for principal leadership and support. Findings were shared through a meeting with stakeholders and assisted in identifying effective methods for organizational change in professional learning and teaching practices. [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.]