At least one student in every average classroom will probably have had a traumatic experience prior to the age of 18. These students do not know when the resulting trauma will surface, and it could be in many forms and as a result of any kind of trigger. To enhance student learning, it is better to have an environment that promotes safety and security, trust and transparency, peer support, empowerment and choice, collaboration, and that acknowledges cultural, gender-based, and historical issues. It is not the job of instructors to become therapists; instead, being trauma-informed asks for instructors to understand that trauma is pervasive, to recognize that there are ways to shift systems and structures to create less harm, and to respond to needs as they arise, both in the moment with an individual and in the larger context to prevent future retraumatization. These tools were active to various degrees in the different participants' classrooms. The purpose of this qualitative study was to explore the classroom experiences of undergraduate theater acting teachers who utilize trauma-informed practices. Through in-depth interviews, the study sought to understand the practitioners' motives for implementing trauma-informed practices in their classrooms and the practices they used. The findings highlighted the creation of community, and the need for professional development, appropriate training, and program 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.]