The problem for this study was that junior high school teachers faced challenges involving differentiating their pedagogy to meet academic needs of students with trauma. The purpose of this qualitative study was to explore junior high school teachers' perceptions of this topic. The conceptual framework for this study was the trauma-informed care and practice framework that is influenced by six key principles and four elements of trauma-informed care approach. Two research questions were focused on perceptions of junior high school teachers regarding differentiating instruction to meet needs of students with trauma, and supports needed to address their pedagogical challenges involved with differentiating their instruction. A basic qualitative design was used to capture insights of 12 junior high school teachers via semistructured interviews; the purposeful sampling process was used to select participants. Emergent themes were identified through in vivo and process coding, and findings were developed and checked for trustworthiness through member checking, rich descriptions, and researcher reflexivity. Findings revealed the need for professional development regarding trauma effects on the brain and the creation of a multidisciplinary team approach. This study has implications for positive social change by creating a structure to improve practices of teachers who are challenged when instructing and supporting students with trauma. [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.]