Childhood trauma is prevalent among today's students. When educators implement trauma-informed practices in schools, student behaviors and learning typically improve. It is thus important that educators are trained in and have positive attitudes, knowledge, and beliefs toward trauma-informed care. However, high proportions of educators report that they do not receive trauma-informed training, and research regarding the effectiveness of professional development in trauma-informed care is limited. The present study examined whether educators' knowledge, attitudes, and beliefs regarding trauma-informed care differed by grade level of students worked with and previous professional development experiences in trauma-informed care, as well as tested the effectiveness of a professional development program in trauma-informed care. Results revealed significant inverse relationships between grade level of student taught and attitudes related to trauma-informed care, and some specific trauma-informed attitudes were more positive among educators who had engaged in previous professional development. Additionally, overall attitudes and some specific attitudes related to trauma-informed care improved following the professional development program. Practical implication of these results and recommendations for future research are discussed. [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.]