The global COVID-19 pandemic invited first-year teachers to a unique lens of university and local school learning experiences during their transition from student teaching to full time positions. Our study identified changes first-year teachers experienced while transitioning into fulltime teacher positions after completing their education preparation programs during COVID-19. Participants (n=8) were from two states; one that incorporates evidence-based trauma-informed training and one that does not. Teachers who had worked in the state identified as an early adopter demonstrated knowledge specific to high-leverage trauma-informed practices while teachers who worked in the second state had little to no knowledge about trauma, the impact to the brain, and inherent connections to positive behavior practices. Recommendations identify guidance for educator preparation programs interested in expanding course content to include trauma-informed practices.