Early childhood educators report high levels of stress. Despite increased attention to holistic models of teacher wellbeing, factors relating to teacher psychological and economic wellbeing are poorly understood. In a sample of 993 early childhood educators who primarily teach underserved children, this study uses a multilevel structural equation modeling framework to examine the relation between educator adverse childhood experiences (ACEs) and psychological and economic wellbeing. Results indicate increased educator ACEs relate to decreased psychological and economic wellbeing. Professional development may benefit from a trauma-focused lens, and strategies supporting enhanced economic wellbeing may also alleviate stress.