Teaching middle school students during adolescence can be challenging; moreover, students who have been impacted by trauma have additional needs and supports to succeed in school. According to the American Psychological Association (APA, 2013), two-thirds of children in the United States indicated they had experienced a traumatic event before age 16. This study discussed the prevalence of trauma and adverse childhood experiences (ACEs) and addressed the importance of implementing trauma-informed practices and strategies in middle school, especially as society copes with the lasting effects of the COVID-19 global pandemic. This qualitative case study investigated the perspectives and experiences of six educators (two teachers, two counselors, one coordinator, and one administrator) who use trauma-informed care (TIC) practices in a middle school in southern California. The participants contributed to this study through semistructured interviews. The data were analyzed using a conceptual framework combining social constructivism, solution-focused, and Adlerian theory. The participants were divided into three groups based on their job roles (e.g., teacher, counselor, out-of-classroom staff). Finally, their responses were evaluated through triangulation to explore converging lines of inquiry to strengthen the study. Three themes emerged from the findings: best TIC practices, personal experiences, and implementation success. Applying Fallot and Harris's (2016) guiding principles of TIC to the participants' responses revealed establishing trust and creating a safe environment are critical concepts to support all middle school students, not only those impacted by trauma. The study concluded with recommendations for implementing TIC practices in middle schools and considerations for future research. [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.]