Children from refugee backgrounds often experience multiple traumatic events and schools are uniquely placed to support these students. This study examined the experiences of teachers in supporting students from refugee backgrounds who have experienced trauma. Six teachers participated in interviews which were analysed using thematic analysis. Teachers reported challenges related to limited sharing of relevant background information, uncertainty about presenting classroom lessons sensitively, when to refer students for specialised intervention, and how best to support refugee students when external factors create continued challenges. The effectiveness of existing practices and recommendations for tailoring trauma-informed practices for this student population are discussed. The results are also discussed in the context of social constructivism and how teachers use their interactions with students and colleagues to inform how they respond to refugee students exposed to trauma.