The purpose of this qualitative study was to collect in-depth information from school psychologists regarding their perceptions toward expressive therapies and Cognitive Behavioral Therapy as interventions when working with students who are exposed to trauma. Individual Zoom interviews were conducted with seven practicing school psychologists who were working in public schools in the United States. All had experience providing with school-based counseling with students who were exposed to childhood trauma, including domestic violence, neglect, divorce, medical neglect, parental drug abuse, loss and grief, physical abuse, emotional abuse, and/or sexual abuse. Each participant described how they used expressive therapies and CBT with students who had experienced trauma and what support or barriers they experienced when using expressive therapies and CBT with this population. The Theory of Planned Behavior (TPB) was used as the theoretical framework for the study. Thematic analysis was used to analyze data collected from the seven interviews. Results indicated that participants use both expressive therapies and CBT when working with students with trauma. Some participants noted that they first used expressive therapies to build rapport with the student and then continued with talk therapy like CBT. Participants reported that positive experiences, knowledge, and training in trauma, expressive therapies, and CBT made them feel more comfortable and competent in delivering these therapeutic modalities. This study contributes to the knowledge of the practice of expressive therapies and CBT as interventions in schools when working with students with trauma. [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.]