Since the emergence of COVID-19, few studies have examined the exploration of trauma-informed care (TIC) practices within schools in a post-COVID-19 environment. While the literature on COVID-19 and its effects is growing, there is limited information about how the implementation of TIC practices within multi-tiered systems of support (MTSS) impacts the lived experiences of school support professionals and their roles and responsibilities. This study utilized a descriptive phenomenological approach as the selected methodology to explore this phenomenon extensively with seven participants who were employed as school counselor, school social worker, school psychologist, or student assistance coordinator in the state of New Jersey. The findings of this study demonstrated the profound aspects of school support professionals' experiences and the interconnection of school systems. The descriptive nature of these findings provides insight into the impact of school support professionals' roles and responsibilities on the development and implementation of TIC practices within schools. Additionally, the findings acknowledged the impact of COVID-19 on the implementation of TIC practices. Implications provided in this study for school administrators, counselor educators, and school support professionals provide tangible recommendations to substantiate the valuable role of school support professionals and further develop TIC and MTSS within schools, especially in the aftermath of a traumatic event such as COVID-19. Future research should examine the direct impact of TIC practices on different stakeholders and school outcomes in addition to informing future guidelines for schools to support the development and implementation of TIC and MTSS. [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.]