Overview: The purpose of this study was to investigate through the lived experiences of twelve elementary principals in Kansas, their interactions with students who have experienced trauma, how it influences them personally and professionally and how they have learned to cope with the impact. This study sought to find potential commonalities among various types of school districts regarding types of experiences that invoke trauma for students, what behaviors the students might display at school, what impact it as on the school system, and if there are coping strategies among the participants that assist with the leadership responsibilities in their schools. The research questions that guided this study are: 1. How do school administrators describe their experiences working with students who have varying levels of trauma that impact the students' schooling experience? 2. How do school administrators describe the impact on themselves when interacting with students who have experienced trauma in school settings based on urban, suburban or rural locale? 3. What stress-related coping strategies do school administrators use to endure the emotional nature of their work with students who have experienced trauma? The research questions are addressed through semi-structured interviews with elementary principals in the state of Kansas. A qualitative multiple case study approach as a research method fostered a deep, rich understanding of the personal interactions with traumatized students and the impact this work has on school administrators. The results of the interviews developed a context for the subjects' perspectives in an authentic setting. The use of concept-coding was used to analyze the transcripts and develop themes. The findings indicate that elementary principals encounter students that have experienced situations that cause trauma. Trauma has an impact on the students' schooling experiences which then has an impact on the principal. Stressors stimulated by students with trauma in the school environment cause reactions by school administrators. A number of coping strategies were identified that are linked to current research in other service professions. The findings in this study provide insight into what types of strategies are currently being used in practice and support the high levels of stress placed upon school administrators when working with traumatized students. [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.]