This mixed-methods study examined the implementation of trauma-informed practices at a small, rural, public elementary school in Middle Tennessee. The researchers sought to determine the impact of trauma-informed training on student absences and behavior by examining pre-implementation and post-implementation attendance and office discipline referral data. Additionally, the researchers examined teachers' beliefs, understanding, and confidence related to the school's implementation of trauma-informed practices. Teacher perceptions were measured through the Trauma-Informed Self-Efficacy, Understanding, and Beliefs Questionnaire and interviews. The findings revealed a decrease (d = 0.45) in both the number of office discipline referrals and a decrease in the number of students receiving referrals. Teacher data showed strong beliefs, understanding, and confidence related to trauma-informed practices. Themes among teacher responses included the necessity and purpose of trauma-informed care, recognizing trauma in the classroom, responding to trauma, and shared responsibility. These findings suggested that a trauma-informed approach may have a positive impact on student behavioral outcomes. They also imply that targeted, ongoing professional development, clear expectations, and regular evaluations of program effectiveness are necessary components to move schools along a continuum of successful implementation of trauma-informed 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.]