Although not a new phenomenon, the prevalence of student trauma has recently garnered national attention. This ongoing public health crisis hinders learning, connection, and the well-being of entire school communities. Often on the margins of conversations surrounding student needs or unable to access educational documents, music teachers seeking to support students with trauma are frequently placed in precarious positions that could potentially lead to students' re-traumatization due to missing information, large caseloads, and limited interaction time. Without a deeper understanding of trauma responses, music teachers may find themselves in positions where they are unable to adequately meet students' needs, ultimately impeding classroom aims and damaging relationships. In this article, I focus on music teacher attunement to trauma sequelae--the biological, neurological, and psychological changes that occur post-trauma--and how this attunement might be leveraged to make music learning environments more "in tune."