The purpose of this qualitative case study was to gain a deeper understanding of the perceptions of K-12 alternative education administrators and K-12 alternative education teachers related to trauma-informed training, trauma-informed interventions, and the results of implementing trauma-informed interventions. The problem that was examined in this qualitative case study was the limited understanding of trauma and trauma-informed interventions in a K-12 alternative education setting. All administrators and teachers employed at the K-12 alternative school participated in this study. This school had one principal, one special education director, one speech/language pathologist, and ten teachers. The following research questions were addressed in this qualitative case study: 1) What are K-12 alternative education teachers' and administrators' perceptions of trauma-informed training? 2) What are K-12 alternative education teachers' and administrators' perceptions of trauma-informed interventions? 3) What are K-12 alternative education teachers' and administrators' perceptions of the results of trauma-informed interventions for students? Findings from this study revealed 100% of participants have all shared how important it was to build relationships and trust with students in order for them to be successful. More trauma-informed training in the future will be needed to help students become more successful. In addition, behavior impedes academics, accommodating every student helps, and creating a routine is critical. [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.]