Trauma-informed care in schools has been a relatively newly researched topic, albeit with limited focus on the efficacy of related practices from the perspective of those implementing them. Educators have been considered service providers with limited knowledge of trauma and trauma-informed care as their career education programs tend not to provide thorough training in this area. The current study analyzed pre- and posttest data from survey information collected by educators who attended a professional development training which informed of types of traumas, biopsychosocial effects of trauma, and actionable strategies for trauma-informed practice. In attendance were 104 educators from a variety of career paths with a range of years' experience in their respective fields. Useable response sets totaled 14 pairs of pre- and posttest surveys. Educators' rates of knowledge proved high both the pre- and posttests indicating intact knowledge of the subject prior to attending the survey. Rates of confidence and preparedness in their abilities to implement the proposed practices increased significantly post-attendance of the seminar. The current researcher provides an in-depth explanation of these effects, including their implications for future approaches to professional development for educators and trauma-informed service provision in schools. [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.]