The statistics around children and trauma exposure paint a bleak picture of future success. Children who experience trauma are fifteen times more likely to attempt suicide. Trauma-exposed children are three times more likely to experience depression and have serious job problems in the future. Additionally, based on national survey data, approximately 42% of children have experienced a physical assault within a one-year period. Trauma also has significant effects on the education process. These effects include learning deficits, low distress tolerance, and physical outbursts. Supporting trauma-exposed children is both an educational and societal issue. Schools can learn and adopt the practices that fully engage trauma-exposed students in academic and social-emotional growth. This study analyzed educator perceptions of trauma in three different areas. The three areas were educator perceptions of trauma, educator perceptions of the effects of trauma, and educator perceptions of trauma-sensitive practices. These areas were addressed through professional development to challenge and shape perceptions to support trauma-exposed students. Educators discussed their understanding of trauma through professional learning. Then through PD assignments and reflections, educators identified the steps they were willing to take to improve practice for trauma exposed students. [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.]