To succeed in classrooms, students must possess emotional-regulation skills, engage in positive social interactions, and trust teachers. Students coming from backgrounds including poverty and trauma may not possess these, as chronic stress has been shown to lead to impulsivity, poor emotional-regulation skills, and lower executive functioning. Trauma causes students to behave and respond differently, and traditional classroom management techniques may be less effective with these students. Therefore, the purpose of this article is to present the experience of one secondary physical education (PE) teacher and her positive behavior intervention with a class of trauma-exposed students. Specifically, this article shares the intervention she developed and implemented through collaboration with a school counselor that resulted in positive behavior changes in these students.