Traumatic events can alter the brain structure, affecting cognitive capacities and academic performance. Educators at all grade levels are responsible for supporting students through trauma-informed approaches. Previous trauma-informed research focused on K-12 education levels. Graduate-level occupational therapy educators' experiences and barriers when applying trauma-informed approaches to improve student learning had not been explored. This general qualitative study explored the experiences and barriers of occupational therapy educators utilizing trauma-informed approaches. The conceptual framework was the trauma-informed care model. Ten graduate-level occupational therapy educators with at least 1 year of teaching experience were recruited and participated in semistructured interviews. Data were analyzed using open and axial coding to identify seven themes: learning environments, teaching approaches, occupational therapy integration, understanding and addressing student trauma experiences, educator well-being and balance, challenges in evaluating the effectiveness of trauma-informed approaches, and professional growth and adaptability. The findings could foster positive social change by giving administrators and universities insights into occupational therapy educators' experiences and barriers, thereby guiding the creation of more supportive curricula and policies for trauma-informed approaches. [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.]