This study examined how secondary educators across Region 4 Texas school districts describe how they address student behaviors in the classroom using a self-defined trauma informed approach. Semi-structured interviews were conducted with 9 educators across Region 4 in Texas who have received some training in trauma, student behavior, and trauma informed practices for educators. Transcripts were analyzed using a case study analysis to identify themes. Three major themes emerged: the importance of constructing intentional relationships, creating classroom routines and expectations, and the importance of andragogy to meet the needs of school staff. These findings were considered in light of the literature and the theoretical frameworks of Trauma Theory and Experiential Learning Theory and suggest opportunities for strategic professional development that incorporates intentional trauma-informed strategies for the 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.]