Though the concepts of trauma are not new, studies on adverse childhood experiences have seen a steady increase since Felitti et al. (1998) began their work on its lasting effects. In the context of education, when leaders are not trained to identify behaviors through a trauma-informed lens, students with adverse childhood experiences may be disciplined rather than supported toward posttraumatic growth and academic achievement. Little can be found exploring prior adversities of school principals and their use of trauma-informed practices within their buildings. This study sought to strengthen the shallow field of how childhood trauma impacts the professional practice of educational leaders, specifically, secondary principals. The study examined secondary school principals' adverse childhood experience scores, posttraumatic growth levels, and subsequent self-reported fidelity to trauma-informed practices in their schools. Participants were principals in a rural Midwestern state who served a majority secondary population. Principals completed a survey including an Adverse Childhood Experiences (ACEs) Questionnaire, Posttraumatic Growth Inventory-Short Form, and an adapted Wisconsin Trauma-Sensitive Schools Fidelity Tool. Spearman's rho and multiple linear regression were used to analyze the data. The Spearman's rho did not yield any significant relations. Specifically, there was no significant relation between adverse childhood experiences and fidelity of trauma-informed practices among secondary school principals. There was no significant relation between posttraumatic growth and fidelity of trauma-informed practices among secondary school principals. Within the context of multiple regression, ACEs showed significance, though when examined collectively, both variables did not significantly predict the implementation of trauma-informed practices. This study begins the conversation surrounding ACEs and posttraumatic growth in school leaders from an asset-based approach. Principals who have grown after trauma may utilize those experiences as a strength to lead their buildings. Educational leadership programs may seek to prepare those with and without adverse childhood experiences from an asset-based approach to be prosocial, reflective, responsive leaders for all students and stakeholders. [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.]