Childhood psychological trauma is currently gleaning attention in many fields of study. Subsequently, Trauma-Informed Practice (TIP) is becoming integral to many organizations that service children and families. A gap, however, is noted in literature between this approach to practice and pre-service early years professionals who study to work in care and education settings as either early childhood educators or teachers. Furthermore TIP, using Self-Study (SS) methodology, is deficient in literature. Thus, a Self-Study was enacted by four pre-service early years professionals, in their fourth and final year of their degree, to investigate their preparedness to employ TIP in their work post-graduation. A Critical Friend, versed in this topic, engaged in this study as this is habitual to SS methodology. Findings of this research convey that TIP is covertly addressed in course content, indicating that this area of pedagogy requires more explicit attention in pre-service curriculum. Outcomes of this study also illuminate the urgency for early years professionals to address their own adverse experiences so that they are situated to cultivate attuned and responsive trauma-informed climates in their pedagogical practice.