In the United States, approximately two-thirds of children will be exposed to a traumatic event by the age of 16. Experiencing trauma can impact domains of positive development that may affect functioning at school. These challenges can alter learning and lead students to require a comprehensive psychoeducational assessment to determine if additional services are necessary in the school setting. Common assessment practices are often deficit-based and do not provide insights into areas of strength. Though strengths-based assessments exist, they lack a key component of strengths, character strengths. Character strengths provide insight into pathways that can foster well-being, positive relationships, and academic success. This study aimed to develop a trauma-informed assessment of student character strength usage, a teacher report, for use with primary through secondary students to examine a student's character strength usage at school. A mixed methods design was used, including a comprehensive literature review, focus group with educators, expert feedback, cognitive interviews with teachers, and a pilot study. The final Character Strengths Usage Profile for Students (CSUP-S) version consisted of 33 items measuring 11 character strengths identified best to assess student character strength usage from a trauma-informed lens. The preliminary validation sample consisted of 47 K-12 general education teachers who completed several surveys for a subset of students (n = 221) who represented 14 school districts in the United States. A CFA was tested on a first- and second-order model, with the first-order model exhibiting an acceptable fit. Findings suggest the CSUP-S demonstrates an adequate first step toward demonstrating evidence of content validity and construct validity. Several considerations for the next steps in instrument development are provided.