This qualitative descriptive case study addressed elementary teachers' perceptions of trauma-informed teaching practices, acknowledging the problem which is that many elementary teachers lack an understanding of why trauma-informed teaching strategies are considered best practices and how to utilizes these strategies in the classroom to contribute to student success. The social-emotional learning theory and trauma-informed care were utilized to understand the perceptions of elementary teachers and how they implement the use of trauma-informed teaching practice. Out of respect for the subjectivity of this research, an interpretivist/ constructivist paradigm and a case study methodology were used to collect data with a phenomenological analysis used to interpret the data. To accommodate a phenomenological analysis of the data, the population of this research was six elementary school teachers, kindergarten through fourth grade and one intervention specialist. All of the research participants were employed by the same site school, an elementary school in the Shaker Heights, Ohio. The experience of these teachers ranged from first year educator to 27 year veteran. The research participants engaged in a structured interview, a semi-structured interview, and a naturalistic observation which were coded and analyzed after member checking occurred. The research revealed that although many teachers are familiar with trauma-informed teaching practices, they are not intentionally used to support students with lived trauma. Teachers do not feel supported by administration in the implementation. The implications of the research show that schools need to provide professional learning on how to utilize trauma-informed teaching practices in order for teachers to invest their time and energy into making them a regular practice in their classroom. [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.]