This study delved into the perceptions of educators regarding the impact of student trauma on teachers and how they coped within classroom settings. Through semi-structured interviews with 10 selected candidates in rural West Texas School Districts, the research aimed to shed light on the need for enhanced teacher training programs. The findings underscored distinct viewpoints between younger and veteran educators, elucidating the varying strategies employed to manage challenging student behaviors. Despite differences, both groups expressed concerns about burnout and emphasized the importance of supportive environments. Additionally, gender-based disparities emerged in identifying trauma symptoms, with female teachers focusing on emotional signs and male teachers on overt behavioral indicators. Nevertheless, there was a consensus on the necessity for comprehensive mental health training to address trauma-related challenges effectively. Moreover, participants highlighted broader concerns such as teacher retention, inadequate salaries, and the growing apprehensions surrounding school safety amidst increasing anxieties over school shootings and related safety drills. [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.]