The purpose of this qualitative case study was to explore novice special education teachers experiences and perceptions, and subsequent training needs, of implementing beneficial trauma-informed support structures in their classroom environments with students with mild or moderate disabilities who may have experienced trauma after the completion of one university teacher certification program trauma-informed seminar course. A sample of 15 novice special education teachers from two graduate university regional centers, an extension of a main undergraduate campus in California, participated in the study. Two research questions were explored, and three qualitative data sources were collected, including a study questionnaire, a virtual Zoom focus group transcript, and seven virtual Zoom individual interview transcripts. Data were analyzed through an inductive process of thematic pattern coding. Three themes emerged regarding beneficial supports for students and included teacher behavior, instructional support strategies, and SEL connections. Four themes regarding future training needs emerged, including university support, district support, training topic option support, and personal educator support. Contemporary trauma theory was used as a foundation theory to drive the study. The study provided valuable, foundational information for university leadership to consider when further developing trauma-informed content, coursework, and supports for novice special education teachers in supporting the post-traumatic needs of students with mild or moderate disabilities, continued qualitative research on the topic-specific to these populations is recommended. [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.]