Over the years, trauma-informed practices have been integrated into public schools. The purpose of these practices is to assist students dealing with trauma. Current literature supports the use of practices and reports various forms of success. There is a plethora of trauma-informed resources that school district leaders have access to. However, there is a lack of research on which specific trauma-informed components schools should use to assist students. This research study asks, what are the key components of an elementary trauma-informed school? The study uses a qualitative with a phenomenological design to allow elementary principals to discuss the key components being used in the trauma-informed school they lead. The participants in this study work specifically at an elementary trauma-informed in Tennessee. Five common themes from the participant's responses within a semi-structured questionnaire were obtained. [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.]