Educators face an ever-increasing challenge of addressing the impact of childhood trauma in the classroom. Children impacted by trauma experience a lack of ability to regulate their behavior and learn, and most school staff have little professional development on this topic and how to best address it in the classroom. The purpose of this study was to examine the impact of trauma-informed practices training on Central Illinois public school staff as it pertained to their beliefs, school practices and classroom practices. Four training sessions were provided over the course of a school year, and data were gathered through a quantitative quasi-experimental design using pre and post-training surveys. Results indicated that there was a significant change in the participants' beliefs and understanding of childhood trauma by the end of the training, and some indications of change in school practices. [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.]