Trauma can be described as a silent issue in school. There has been some research on trauma but it has been focused on students, not on the teacher and student interaction. Teachers continue to address students who experience trauma every day. The purpose of this study was to understand the teachers' perspective in how they address students who have experienced trauma. The following research questions that guided this study are: How do teachers help students who experience trauma? How do teachers structure their classroom and instructional practices to help students who experience trauma? The research design for this study was a qualitative case study. The study included participants that are kindergarten through fifth-grade Title I teachers. The researcher used a sampling strategy to collect data through individual interviews. The researcher created an interview protocol to transcribe, code, categorize and identify overarching themes. Findings of this study were used to identify ways that teachers address their students who have experienced trauma and may enable school districts to plan supportive professional development. [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.]