Trauma-informed instruction is essential to schools as they struggle to meet the needs of students with various life experiences. Addressing these concerns requires school staff to work together. The problem was teachers do not receive professional development on using trauma-informed instruction in the classroom. This affects how teachers respond to students who have experienced trauma. The purpose of this study was to identify factors that lead to a lack of professional development teachers receive on trauma-informed practices. The theoretical framework for this study is based on the constructivism principle that people learn based on observation and build their knowledge by reflecting on situations. The researcher used a qualitative methodology to collect data and identify trends on how teachers need more professional development to address the needs of students who have experienced trauma. The case study design was used to provide in-depth analysis and understanding to discover common themes from participant interview data. The study results were categorized into four themes: Barriers to Professional Development on Trauma, A Lack of Professional Development Provided to Teachers, Professional Development on Trauma-Informed Strategies, and Strategies used in the Classroom. Based on the findings of this study, recommendations for increasing professional development included prioritizing training for teachers by making it a part of the strategic plan, including teacher voice and suggestions, and embedding ongoing training for staff. The recommendations for future research include widening the number of teachers that participate in the interview process and taking a more in-depth look into what professional development on trauma would be beneficial to teachers. Overwhelmingly, the findings indicated that teachers need more professional training relative to responding to students who have experienced trauma. [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.]