The purpose of this descriptive study was to obtain a better understanding of the varying levels of exposure to trauma professional development and training within school settings and the reported impact of this professional development/training, specifically (a) what is the relationship between the level of exposure to trauma training/PD and the extent to which teachers can identify trauma; (b) what is the relationship between the level of exposure to trauma training/PD and the likelihood that teachers will report implementing trauma-informed strategies in the classroom; and (c) what is the relationship between the level of exposure to trauma training/PD and whether teachers observe changes in student behavior due to the classroom strategies they report implementing. It was hypothesized that teachers who reported higher levels of exposure to trauma training and professional development would also report having higher levels of knowledge and awareness about the trauma experiences of their students and how these experiences impact their students' daily lives. Further, it was also hypothesized that teachers who reported higher levels of exposure to trauma training/PD would also report implementing trauma-informed strategies in the classroom with a higher likelihood. Finally, teachers who reported higher levels of exposure to trauma training/PD would also report perceived improvements in student behavior due to utilizing these strategies. Survey data was collected from teachers (n = 29) employed within the state of Illinois who have some level of exposure (little, moderate, a lot) to trauma training or professional development. While the hypotheses were not supported and correlational relationships were unable to be determined, descriptive data reveals that there are in fact, varied levels of exposure to trauma training and professional development in the state of Illinois. In addition, regardless of the level of exposure to trauma training/PD (little, moderate, a lot), participants reported that they could identify trauma to a great extent, implement trauma-informed strategies, and reported improvements in student behavior due to the trauma-informed strategies they implemented. [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.]