The purpose of this multiple case study is to explore the perceived ability of early elementary teachers in three rural school districts in the Eastern Upper Peninsula of Michigan to identify children who have experienced trauma and to pinpoint and implement impactful interventions that support these identified students. The number of children who experience trauma through abuse, neglect, or exposure to domestic violence exceeds three million cases in the United States annually (Campbell et al., 2016). Research supports the concept that incidents of trauma greatly influence children in their academics and behaviors (Hahn Fox et al., 2015). Scholarly literature also indicates that initiatives such as trauma-informed schools and evidence-based intervention can mediate the impact of the trauma (Fairbanks et al., 2008; Ferrara et al., 2023). However, there is less data on the impact of interventions on students in the early elementary grades. A multiple case study will be developed by studying a group of early elementary teachers to answer the question, "How do early elementary teachers perceive their ability to identify and mitigate the effects of early childhood trauma?" This multiple case study explores the perceptions of early elementary teachers using open-ended surveys and interviews. Students must first be identified as having experienced trauma to receive appropriate support. The question becomes, "How do early elementary teachers identify trauma in their young students? Also, are early elementary staff trained to detect trauma and provide appropriate support? [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.]