The concept of trauma has garnered interest since the Vietnam War and continues to be a visible topic (Center for Substance Abuse Treatment [CSAT], 2014) in the literature. Research has determined that the prevalence of trauma is widespread and its effects are potentially far-reaching, often outlasting the event for many years (Substance Abuse and Mental Health Services Administration [SAMHSA], 2014). In the mental health field, trauma-informed approaches have been developed to address the effects of trauma (SAMHSA, 2014). These practices have become an emerging area of interest in the education sector (McInerney & McKlindon, n.d.). Carello and Butler (2014) suggested that fulfillment of safety needs is necessary before individuals can learn effectively. However, empirical analysis of trauma-informed approaches has been sparse in general, and efficacy remains in a nascent state of exploration in higher education environments (Carello & Butler, 2014; Cless & Nelson Goff, 2017). Moreover, there has been little exploration of higher education students' perceptions of safe classrooms (Holley & Steiner, 2005). The purpose of this study was to examine higher education students' perceptions of emotionally and psychologically safe classrooms. The secondary purpose was to determine if there were differences in perceptions of safety between various demographic groups of higher education students. This non-experimental, exploratory study involved a cross-sectional, convenience sample of 88 actively registered students from a small Associate's degree-granting institution. The researcher used a mixed methods design, and developed a self-report questionnaire and optional follow-up interview questions. The researcher then collected questionnaire data electronically, and conducted optional follow-up interviews (n = 9) through Zoom. Measures of central tendency, Spearman's Rho, and t-tests were used to analyze the quantitative data, while qualitative themes were coded as they emerged. Data were then compared using convergent parallel analysis. Statistically significant differences in mean levels of agreement were found in the student classification, age range, and gender identity categories. Participants also identified areas of importance in safe classrooms, including instructor characteristics. Themes such as accessibility, support, respect, and honest expression surfaced frequently, and participants reported high mean levels of agreement with overall emotional and psychological safety in their classrooms. This study established support for the importance of safe classrooms, instructor characteristics valued as part of a safe classroom, and the relationship between safe classrooms and the learning process. Although trauma was not explicitly referenced in this study, participants identified other trauma-informed principles in addition to safety that impacted a safe classroom. Implications for practice include developing an awareness of relationship and classroom management factors that students value as part of safety and how educators can direct more intentionality in making their classrooms a safe space. Areas of recommendation for future research include generating a larger, more diverse sample, examining the role of students and their peers in safe classrooms, and establishing reliability and validity for the psychometric tools. [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.]