Research has demonstrated links between childhood trauma and changes in brain development that negatively impact students' academic achievement, language development, student behavior, and mental health. Trauma impacts children across all aspects of their lives, including within the school setting. Traumatic experiences can have a negative impact on a child's ability to learn and grow academically, behaviorally, emotionally, and socially. Elementary principals play an important role in developing and supporting school policy, procedure, and practice to meet the needs of children impacted by trauma. Effectively mitigating the effects of trauma on learning requires a highly trained school staff that is knowledgeable about trauma and its impact on development. Integrating trauma-sensitive guiding principles into the daily actions within schools is one way to meet this challenge effectively. This qualitative phenomenological study explored how eight elementary school principals perceived their use of policies, procedures, and practices to support traumatized children and how those principals experienced leading a trauma-sensitive school using six guiding principles. Results of this study indicated that although principals and their staffs received training about the signs and impact of trauma, school districts need to develop a comprehensive school policy, a set of procedures, and best practices to meet the needs of students and staff impacted by trauma. [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.]