Four educators who teach in four different higher education institutions across the United States engaged in a reflective analysis to make sense of their collective teaching experience during the crisis of the pandemic. Upon a review of the literature, three extant constructs were identified: Trauma-Informed Pedagogy, Community of Inquiry, and Trauma Stewardship. In this article, the authors use a systematic reflexive process to examine each construct and establish the Trauma-Informed Community of Inquiry (T-I CoI) framework. The T-I CoI framework has proven invaluable for maintaining well-being while teaching online during and after a crisis.