General education high school teachers have a myriad of responsibilities. This qualitative study was designed to examine general education high school teachers' perceptions on building rapport with students affected by complex trauma. The overarching research questions that guided this study were: (1) What perceptions do high school general education teachers have on the topic of complex trauma in adolescents? (2) What rapport building strategies are helpful for general education teachers when working with students who exhibit behaviors of complex trauma? The study was conducted in a large suburban high school district outside of a Midwest city. The researcher gathered perceptions from 10 general education high school teachers who may have worked with students affected by complex trauma. This study utilized semi-structured questions for in person and virtual one on one interviews as well as a virtual focus group. At the conclusion of the analysis, three overarching themes emerged: (1) complex trauma presents challenges for teachers, (2) relationships are crucial for students affected by complex trauma, (3) learning often occurs informally. The theoretical foundations which aided the researcher in understanding the literature and data included trauma theory, attachment theory, and resiliency theory. Results from this study emphasized the protective role that teachers play in building relationship with their students. The research also advocates for the right professional development of all staff in complex trauma. The findings of this study can be used to assist administrators, general education teachers and staff in creating improved trauma sensitive practices. [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.]