This qualitative case study explored educators' perceptions of implementing trauma-informed practices in a Title I school in Mississippi. With a rising number of trauma-affected students in the United States, there is a parallel increase in educators facing empathy-related stress, leading to elevated burnout rates and attrition from the profession. While literature supports the efficacy of trauma-informed practices in mitigating the impact of trauma on students and staff, implementation challenges can negatively influence educators' perceptions. The study used a purposeful sample of 14 educators from a Title I school in Mississippi. The sample comprised seven general education teachers, two general education teachers/athletic coaches, three support staff, one administrator, and one special education teacher. Data analysis was conducted using NVivo 14 QSR Software. Transcribed interviews were coded using reflexive thematic analysis. The findings in this study revealed key themes: a) the impact of external and internal factors on student learning and behavior, b) the role of relationships and safe environments in reducing negative behaviors, c) the importance of support networks and self-care practice for teachers, d) discrepancies between personal and system-wide support for trauma-informed care results in pockets of practice and, e) the impact of leadership, training, follow-up, and consistency on buy-in. The results revealed several factors influencing educators' perceptions of trauma-informed practices, which offers valuable insights for administrators contemplating implementation. Furthermore, the findings lay the groundwork for future research in implementing trauma-informed practices in schools. [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.]