Adverse Childhood Experiences (ACEs) are reportedly experienced by 61% of the population (Center for Disease Control research, 2019). With high rates of students experiencing trauma, the need for teacher support is evident. This study examined the experiences and perspectives of students regarding the support they received from their teachers. Through a mixed-methods approach, a survey was used to obtain qualitative and quantitative data from high school seniors and college freshmen over 18. The data set is comprised of students (N = 28) from three high schools and one university. A thematic analysis was conducted on the data, and the findings from the survey revealed the importance of the student/teacher relationships. Students also emphasized the importance of teachers being trained in trauma detection and want educators to realize their often out-of-the-norm behaviors were a result of experienced trauma. Additionally, while students agreed that their teachers generally had the ability to support them academically, there was less agreement on the level of support they felt emotionally and behaviorally. The findings support the need for trauma-informed practices in classroom settings so that educators can help mitigate the effects of trauma in their students' lives. Implications for research, including trauma-informed approaches in the classroom are discussed. Recommendations from this study include the need for schools to develop specific and intentional plans for supporting students who have experienced trauma and incorporate trauma education in preservice and professional development programming. [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.]