Trauma impacts learning at all stages of education and can be particularly problematic at post-secondary levels and for people from equity-deserving groups. Understanding trauma can support effective teaching and learning. Research suggests that students who have experienced trauma may be more likely to enter healthcare professional programs. Research specific to occupational therapy (OT) students who have experienced trauma is limited. The purpose of this study was to explore the prevalence of trauma among Master of Science (MSc) OT students at a Canadian university. The "Childhood Trauma Questionnaire" (CTQ) was selected for data collection. CTQ is a validated retrospective, self-report tool evaluating five sub-scales of trauma. Respondents (N = 85) were year #1 or year #2 students in an MSc OT program. Descriptive statistics were used to analyze data. CTQ assigns minimization/denial scores which identify possible under-reporting of trauma. Varying severity of trauma was identified, with the highest level of trauma reported on the emotional abuse sub-scale (low to moderate classification). Mean trauma score for the remaining four sub-scales fell within the none to minimal trauma classification. Results suggest a low level of trauma among MSc OT students. However, minimization/denial scores suggest possible under-reporting for 28% of respondents. Trauma can interfere with learning and can manifest in a variety of ways. Considering the potential under-reporting of childhood trauma experiences in retrospective measures, implementing trauma-informed pedagogical practices universally could address the needs of identified trauma survivors while supporting all students including those who do not disclose or underreport.