This study addresses the persistent challenge of student retention in higher education by investigating the often-neglected role of staff in shaping student belonging and success, with a specific focus on open-enrollment, dual-mission institutions in Utah. Recognizing the complexities introduced by shifting student demographics and the growth of for-profit institutions, this research delves into the potential of staff retention as a linchpin for improved student outcomes. It examines the extent to which trauma-informed leadership principles are integrated within these institutions and their perceived impact on staff retention, while also exploring the consequences of staff attrition on student attrition. Utilizing trauma-informed care principles as a framework, this case study seeks to illuminate innovative strategies that could transform the higher education landscape, prioritizing staff well-being and creating a more supportive educational environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]