Since the original and seminal investigation on the effects of Adverse Childhood Experiences (ACEs) was conducted by Kaiser Permanente and the Center for Disease Control and Prevention (CDC) from 1995 to 1997, researchers have begun to identify the need to address childhood trauma in schools (Anda et al., 2006; Anderson, Blitz, & Saastamoinen, 2015; Brunzell, Stokes, & Waters, 2016a; Brunzell, Stokes, & Waters, 2016b; Cole et al., 2005; Crosby, Howell, & Thomas, 2018; SAMHSA, 2014; van der Kolk, 2005). The Children's Bureau of the United States' Department of Health and Human Services (2017) reports that in 2015, nearly 680,000 children were victims of some sort of child abuse or maltreatment. Since school district superintendents have the authority to implement programs and practices within their school system (Decman et al., 2018), their direct leadership in supporting building principals with the implementation of programs, such as trauma-informed strategies, is crucial (DuFour & Marzano, 2011; Leithwood, Patten & Jantzi, 2010; Marzano & Waters, 2009). This study addresses the current gap in the literature between the relationship of school district superintendents' perceptions of trauma-informed strategies and their actions in supporting building principals when implementing those strategies in K-12 school districts in New York State. The population for this study was all K-12 superintendents throughout New York State, excluding those superintendents in New York City. The purpose of this correlational quantitative study was to explore the relationship between the perceptions of school district superintendents regarding the implementation of trauma-informed strategies and their actions in supporting building principals with the implementation of trauma-informed strategies within the K-12 school systems in New York State. This correlational quantitative study examined these questions through the conceptual framework of Bolman and Deal's Four Leaderships Frames (2013) by utilizing a survey to investigate the types of support given by school district superintendents toward building principals in relation to the implementation of trauma-informed strategies. The findings in this study suggest that superintendents who believe in implementing trauma-informed strategies, also believe in doing so within their own school districts, and do so equally in elementary, middle and high schools. Findings also indicate that superintendents who believe in implementing trauma-informed strategies have had conversations with members of their Board of Education and also perceive those members support implementing said strategies in their district. Furthermore, the findings suggest that female superintendents were more likely to report they believe in implementing trauma-informed strategies than their male counterparts. Finally, the findings suggest that when supporting building principals with the implementation of trauma-informed strategies, superintendents report to operate mostly within the Human Resources Frame of Bolman and Deal's Four Leaderships Frames (2013). [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.]