This study used a mixed methods design with a complementarity purpose to understand how early childhood special education teachers perceive the relationships among trainings they have completed in trauma-informed care and their beliefs that they can teach and support students who have been affected by trauma. Quantitative data were collected through the Attitudes Related to Trauma-Informed Care (ARTIC) Scale for education settings (Baker et al., 2016). Qualitative data were collected through surveys. All participants were asked to complete the ARTIC and the surveys. Qualitative, quantitative, and integrated findings were analyzed for areas of convergence and divergence. Quantitative findings suggest that early childhood special education teachers generally have positive attitudes related to trauma-informed care. Qualitative findings suggest professional development in trauma-informed care impacts teachers' practices in their classrooms and that teachers have strategies for teaching students affected by trauma in their classrooms. Integrated findings suggest that professional development in trauma-informed care positively impacts teachers' ARTIC scores. Findings from the study address gaps in the research and led to recommendations for policy, practice, and 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.]