Trauma-informed practices (TIPs) in schools have gained attention in both research and practice; however, questions remain regarding the enhanced effectiveness of TIPs if used within a culturally responsive framework. Thus, this mixed method study investigated the utility of adapting a TIP school intervention to include a culturally responsive pedagogical training package with three elementary schools. The current study assessed educators' cultural awareness, culturally responsive teaching efficacy, culturally responsive practices, and readiness for diversity, equity, and inclusion (DEI) training. Findings indicated that the treatment group reported higher perceptions of culturally responsive teaching efficacy than the control group at post-intervention. Additionally, readiness for DEI training played a clear role in educators' perceptions of study variables. Qualitative findings on participant experiences revealed themes related to readiness and their evaluations of the training: presentation delivery, white fragility, and solutions-focused mindset. Quantitative and qualitative findings are integrated into lessons learned to provide clear directions for future implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]