The purpose of this research was to conduct a generic qualitative study to report how school counselors in Title I schools in the United States described their experiences implementing trauma-informed practices. This study sought to provide prevention and intervention practices provided to students who have experienced trauma as school counselors use an ecological approach to implementing trauma-informed practices. Additionally, this study explored CACREP school counseling program preparation and how competent school counselors felt implementing trauma-informed practices. Twelve semi-structured audio recorded interviews were conducted via Zoom to collect data from school counselors across the United States. All participants recruited graduated from a CACREP accredited institute and were currently working as school counselors in a Title I school. Experience of the school counselors implementing trauma-informed practices ranged from three to twenty-five years. Participants recruited included school counselors who worked in elementary, middle, and high schools throughout the United States. Interviews were transcribed via Zoom and inductive analysis was used to analyze the data. Through inductive analysis, each interview was hand coded by the researcher allowing for themes and subthemes to emerge. The findings of this research revealed five themes that were noted by the participants as significant in their experiences with trauma-informed practices: trauma-informed practices (TIP) identified as useful by school counselors, significance of building the therapeutic relationship, experiencing barriers to providing TIP, most prevalent trauma-informed principles identified as significant by participants, and impact of ecological systems in implementing TIP. Findings of the research also revealed that school counselors use a variety of approaches, including person-centered and solution-focused interventions, daily in their implementation of trauma-informed practices. Additionally, the findings highlighted the need for additional trauma-based training in school counseling preparation programs as participants reported that they did not feel prepared to deliver trauma-informed practices and had to seek out professional development as practitioners. Recommended future research includes researching the experiences of novice school counselors implementing trauma-informed practices, school counselors in specific geographic areas, and school counselors that did not attend a CACREP institution in an effort to inform school counselor trauma preparation. [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.]