Current research highlights the need for trauma-informed care within schools, yet the literature suggests that many practicing school psychologists feel underprepared to engage in such practices. Very few studies have examined the preparedness of school psychology graduate students to engage in trauma-informed care practices. This is unfortunate, as school psychologists are uniquely prepared to play a central role in trauma-informed school-based practices. In the current study, graduate students in school psychology programs in the Northeastern United States completed an online survey examining their knowledge, beliefs, competencies, and anticipated preparedness and willingness to engage in trauma-informed practices within the schools. Most participants felt minimal to adequate preparedness to engage in trauma-informed care practices. Implications for graduate training and field-based work are discussed.