Research has shown a high number of students are the victims of trauma. These children bring their traumatic experiences into our schools and classrooms on any given day. These traumatic experiences can have a negative impact on the child's ability to learn and grow academically, behaviorally, emotionally, and socially. School personnel are faced with the challenge of how to effectively educate these children given the impact trauma has on their lives. Effectively mitigating the effects of trauma on learning requires a highly trained school staff that is knowledgeable about trauma and its impact on development and can employ skills and strategies that prevent or reduce effects on children. Integrating trauma-informed guiding principles into our daily actions within schools is one way to effectively meet this challenge. This qualitative study examined to what extent six elementary principals and teachers have in place policies, procedures, and practices aligned to six trauma-informed guiding principles to support traumatized children. Additionally, the study identified obstacles teachers and principals perceive to implementing the trauma-informed strategies they identified as important. Study results suggest a lack of identifiable policies and procedures are in place to support children impacted by trauma. All participants, however, noted numerous practices aligned to the identified six trauma-informed guiding principles were present. Results of this study suggest principals and teachers recognize and acknowledge childhood trauma is a major concern; however, there is a continuing need to build awareness around trauma-informed guiding principles and how these principles can inform district policies and procedures along with classroom practices.