The effects of childhood trauma are evident in urban classrooms today and adversely affect student achievement. The evidence of exposure to trauma is disruptive behavior, often resulting in a suspension from school. The school social worker or counselor is often viewed as the person responsible for implementing strategies that change student behavior, but the importance of educating classroom teachers on how to deal with the impact of trauma has become apparent. This qualitative case study investigated teacher perceptions of trauma-informed practices used to reduce disruptive behavior at one Midwest urban K-8 school. Teacher perceptions of trauma-informed practices that worked to reduce disruptive behavior, the teacher's role in supporting students impacted by trauma, and teacher training needed to support students impacted by trauma were investigated. Perceptions were gathered from classroom teachers (n=17) via an online survey and a focus group. Results illustrated the importance of the teacher-student relationship, flexibility with classroom rules, and the use of sensory items or alternate seating, with 100% of participants "strongly agreeing" or "agreeing" and 94.12% identifying the use of a mentor to check in and out with students and providing a safe space to cool down as beneficial to reducing disruptive behaviors. Five of the six focus group participants stated that it takes the support of everyone to meet the needs of students impacted by trauma. The final question investigated teacher perceptions of training. Even though 58.82% of teachers agreed that they were given adequate training, this question had 41.18% of teachers who "disagreed" that they were provided enough training to support students impacted by trauma. Results from this study identify the importance of well-trained teachers who consistently use trauma-informed practices to reduce disruptive behaviors in the classroom. This study indicates the benefit for school-wide systems of support that include on-going training to reduce disruptive behaviors of students impacted by trauma. Future quantitative research that analyzes student discipline data would be beneficial to validate teacher perception that trauma-informed practices reduce disruptive behavior. [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.]