Early childhood teachers are tasked with the responsibility of providing appropriate educational services to children from birth through eight years old while utilizing best practices. Early childhood trauma negatively impacts various developmental areas, and these are manifested in children's behaviors in the classroom. Furthermore, early childhood trauma can have long-term effects that can extend into adulthood resulting in mental and physical health issues/illnesses. Children from low-income families are at a higher risk of experiencing trauma. Therefore, teachers who are employed by programs such as Head Start that provide services specifically to low-income populations, should be trauma-informed. The purpose of this qualitative phenomenological study was to explore early childhood trauma-informed teacher preparedness by examining teachers' lived experiences as they provide services to children from low-income populations. Data were collected via surveys and interviews, from 10 participants who are active early childhood teachers working in programs serving children from low-income populations. The research questions examined participants' perceptions of the impact of trauma on children's development, the adequacy of trainings received, supports, and, preparation needed when serving children who experienced adverse childhood experiences/trauma. In alignment with current research and the theoretical frameworks for Constructivism, Social Learning, and Traumatology, the impact of early childhood trauma and why teachers need to be trauma-informed was substantiated. Based on study findings, themes indicated that participants were not fully aware of the detrimental impact of early childhood trauma and there was a need for trauma-informed teacher preparedness and training for early childhood teachers who worked with children exposed to trauma. Recommendations include ongoing trauma-informed trainings and classroom supports for all teachers serving children from a low-income population. [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.]