The problem addressed in this qualitative case study was that many early childhood educators are unprepared for or lack the knowledge and skills to utilize trauma informed practices in their classrooms to help address early childhood trauma which leads to the use of exclusionary disciplinary measures. The purpose was to better understand teachers' perceptions of their use of trauma informed practices. Theoretical frameworks guiding this study were Bronfenbrenner's Ecological Systems theory and Ainsley and Bowlby's Attachment Theory which both highlight the importance of relationships in healthy child development. Nine early childhood educators in a northern Colorado school district participated in semi-structured interviews to identify their perceptions and experiences utilizing trauma-informed practices in their preschool classrooms. Interview transcripts were reviewed, coded, and categorized using thematic analysis. Seven themes emerged centered around two research questions. The first research question was how do teachers understand their use of trauma-informed practices to support childrens' behavioral success in the classroom. Participants reported four themes: the importance of family partnerships, social emotional learning (SEL) strategies, high quality environments, and supportive, nurturing relationships to offset the deleterious effects of early childhood trauma. The second research question was how do teachers perceive their use of trauma informed strategies to address childrens' emotional dysregulation. Participants shared that behaviors present differently in each student and the response must, therefore, be individualized. Also important is offering grace to the child and themselves. The results of this study add to the current body of knowledge shedding light on teachers' perceptions of their role in addressing developmental trauma using trauma informed practices. Recommendations for future research includes repeating this qualitative study with different demographics and geographical regions. [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.]