This study explored elementary teachers' strategies for promoting learning for their students experiencing adversity and trauma. Recent data suggest that nearly half of all elementary school students in the United States have experienced at least one potentially traumatic event, which may have significant and negative consequences in the classroom. However, teachers are not routinely taught trauma-informed practices. Qualitative interviews were conducted with a purposeful sample of 10 elementary teachers. Thematic analysis revealed six themes: teachers prioritize relationships with and between students; allocate time to teach self-regulation and social skills; provide and advocate for academic, social, and emotional supports; practice cultural humility and responsiveness; strive to ally with parents; and engage in ongoing learning and reflection. Teachers also described tensions they experience while engaging in this work. Implications for educator professional development and policy are discussed.