Growing recognition of the impact that trauma can have on healthy development and academic achievement has led to advocacy and efforts to promote trauma-informed care and trauma-specific practices within school settings. School psychologists, with their background in education and psychology, appear well prepared to facilitate such efforts. Unfortunately, the state of preparation of school psychologists to lead such practices is questionable, as recent findings suggest a need for further training and professional development (Gubi et al., 2019). Technology changes during the COVID-19 pandemic demonstrated the feasibility of online professional development training to help bridge this knowledge gap. The present study evaluated the effectiveness of an asynchronous, online training program designed to enhance the trauma-informed practices of school psychologists. Attitudes and knowledge of school psychologists regarding trauma-informed care practices before and after completing the online training program were also examined. Participants demonstrated greater knowledge and more positive attitudes aligned with the TIC modality after completing the training module with a medium effect size. This research contributes to the growing literature on the importance of trauma-informed care and professional development for school psychologists and also provides insights into the effectiveness of an asynchronous, online training programs, particularly in light of the COVID-19 pandemic. These findings should be encouraging for school psychologists, school districts, and policymakers seeking to support student mental health and learning needs through enhancing the quality of trauma-informed care practices in schools. [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.]