The purpose of this research study was to create an awareness of Trauma Informed Practices through Professional Development provided to the faculty at an elementary school. The study investigated how participants' classroom practices, relationships, and interactions with students are altered or changed after learning about childhood trauma. Participants were employed in a rural Tennessee public school. Participants were provided three hours of Trauma Informed Practices PD by a Trauma Informed Practices Consultant from a Tennessee school district. All participants were given pre & post surveys, Likert surveys, reflection surveys, and checklists. The data revealed a significant difference in the participants' awareness of trauma in their student's lives after the PD, which caused them to change some of their classroom practices and strategies as well as focus on building stronger relationships with their 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.]