Trauma in early childhood is a significant public health concern. Early childhood education and care (ECEC) services play a critical role in identifying and responding to children impacted by trauma. However, little is known about early childhood professionals' experiences and needs relating to supporting trauma-impacted children. The aim of this qualitative study was to explore early childhood professionals' experiences of working with trauma-impacted children in ECEC, the barriers to adopting trauma-informed approaches, and the organisation-wide shift that is needed to embed them. Semi-structured interviews were conducted with 22 early childhood educators, organisational leaders, and childhood trauma consultants in Victoria, Australia. Thematic analyses revealed that early childhood professionals' perceived increasing prevalence of trauma in children attending ECEC. However, educators are generally unprepared and unsupported for this, and experience many workplace challenges leaving them feeling overwhelmed. This highlighted the need to support the professional development and well-being of early childhood educators. Meanwhile, the study identified systemic barriers impeding the implementation of trauma-informed approaches within ECEC. The findings also suggest that the collective efforts "starting from the top", with everyone engaged, coupled with cross-sector collaboration is needed for meaningful, trauma-informed organisational change within ECEC.