Trauma has been shown to cause poor academic performance, high drop-out rates, lack of confidence, lack of connection to peers, difficulty regulating emotions, and more (Bishop et al., 2019; Duncan, 2000; Gaywish & Murdoch, 2018; Hallett & Crutchfield, 2017; Hallett et al., 2018; Redford, 2015; Warnecke & Lewine, 2019). The student body at Central Penn is comprised of several populations that have increased risk of trauma: students of color, students with financial need, students recruited from Philadelphia, and students exposed to violence. As the college faces struggles with both retention and enrollment, this study considers the student body at Central Penn and examines the potential impact that a trauma-informed approach might have on student success at Central Penn College. Using a mixed methods design, 13 members of the Office of Student Services at Central Penn College completed an online survey based on the Trauma-Informed Framework for Higher Education developed by Berke et al. (2022). Results were used to develop a baseline measure of trauma-informed care within the Office of Student Services. Results suggest that the Office of Student Services at Central Penn College is currently at the first level of the framework -- Trauma Aware. It is recommended that the College offer training on trauma-informed care, audit policies and procedures, and encourage self-care among staff. The Trauma-Informed Framework for Higher Education (Berke et al., 2022) can serve as a guide as the Office of Student Services and Central Penn College as a whole move to become more trauma-informed. [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.]