Preschool teachers are frontline workers to the mental health crisis, and commonly have very little to no training in identifying students with trauma symptoms. This qualitative case study examined the State Change trauma training program located in Vermont in the United States. This study explored how this program trained preschool teachers during the COVID-19 pandemic. Observational data of the training and three semi-structured interviews were recorded and analyzed. Deductive and axial coding were completed to create categories: "Initial changes in COVID," "Continued Absence of Support," "Training in the Private Sphere," "and Making Trainings Accessible." The findings highlighted larger systemic issues (low staff attrition, high burnout rates, etc.) and other training concerns (over pathologizing students, need for clear terminology). Recommendations for future trainings and tactics in researching these types of professional development trainings were also discussed.