Trauma-informed practices were initially designed for children; however, we argue that higher education is well-positioned to address the needs of adults as well. This paper discusses adopting trauma-informed practices in organizations and relational spaces. We also share preliminary findings from a qualitative pilot study that explored the attitudes of student affairs professionals toward the concepts and strategies of providing trauma-informed care in an institution of higher education. Study participants engaged in a post-training survey and semi-structured interviews after completing a trauma-informed services training intervention developed and delivered by research team members. [For the full proceedings, see ED631897.]