The purpose of this quantitative study was to gain an understanding of the impact trauma informed professional development has on Pennsylvania public school elementary teachers' perceptions of school climate. The extent to which trauma informed practices have influenced elementary teachers (K-6) perceptions of school climate is not known. Elementary teachers are tasked with meeting the diverse needs of students inside the classroom, however, there are many factors and situations which occur outside of the school setting affecting the lives of students. The influence of trauma is well documented; having significant negative effects on student success and growth both academically and social emotionally (Substance Abuse and Mental Health Services Administration [SAMHSA], 2020). Additionally, the effects of trauma directly influence the educational setting, as student behaviors and additional needs manifest themselves in the classroom (Felitti et al., 1998). For this reason, teachers must have the ability to identify these factors early and then effectively support those students through the use of trauma informed practices (Felitti et al., 1998). Data collection for this study was conducted using a survey tool administered through a Google Form (Appendix A). All participants were public elementary school teachers (K-6) who taught in south central Pennsylvania. Acquiring perceptual data surrounding elementary teachers' beliefs on school climate as it pertains to trauma informed practices professional development, course work, and school policy were obtained. Gathering and interpreting real-time data from this study helps to better understand how teachers have interpreted their trainings and if their overall perceptions of their own educational practices have been altered as a result. Additionally, this study provides a means toward impacting future policy and practice changes needed for both educators and educational policy makers. The results of this study indicated public elementary school teachers (K-6) perceive trauma informed professional development as impactful on school climate, particularly as it relates to a teachers' knowledge, competency, and overall effectiveness itself. Research findings did not produce a correlation between years of teaching experience and perceptions of trauma informed professional development on school climate. Additionally, this study was able to identify that if teachers do in fact feel properly prepared through effective professional development and training on trauma, a prediction on their perceptions of school climate can be made. Lastly, research indicated the specific grade level taught by a teacher is not statistically significant in altering perceptions of school climate and trauma informed professional development. Overall conclusions of this study included understanding the specific factors that influence public elementary teachers' perceptions of school climate and trauma informed professional development. [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.]