Trauma negatively impacts a student's ability to build trust and relationships, which in turn can negatively impact their ability to learn and maintain knowledge. Research shows that K-12 institutions that lead through a trauma-informed lens can have a positive impact on learning outcomes for students. However, the relationship between a trauma-informed approach in college classrooms and student rates of academic success has not yet fully been studied. This qualitative phenomenological study aimed to explore the relationships between trauma-informed pedagogy and the perceptions of student success. A total of eight formerly incarcerated, trauma-impacted students participated in semi-structured interviews to gain insight to their experiences in higher education. The results demonstrated the following: students see success as more than their GPA; when students feel connected and supported, they are more open to learning; the way teachers speak to and treat their students, especially when it comes to seeking support, can have great impact on how they see themselves in the academic milieu; rigid classroom policies have a detrimental impact on students' abilities to feel successful. The findings of this study contribute to knowledge of trauma-informed pedagogy for higher education and provide theoretical evidence for further education and support for higher education teachers in order to meet the needs of their trauma-impacted students. [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.]