Teachers, administrators, counselors and other school staff may experience secondary traumatic stress (STS), also known as compassion fatigue (CF), stemming from their work with students impacted by trauma. However, there is limited research to describe the effect of these experiences on adults in schools. This qualitative, phenomenological study explored the lived experiences of STS and CF among 10 elementary school teachers in two distinct educational settings in California and Virginia. The study had four objectives: 1) to explore how teachers in Title 1 schools describe their experiences working with students impacted by trauma; 2) to describe teachers' experiences with using coping strategies and self-care practices; 3) to identify supports that help teachers address the needs of students impacted by trauma; and 4) to identify supports teachers need to manage their well-being. Coding and thematic analysis of interview data yielded four main themes. First, teachers are emotionally invested in their students. Second, teachers' job satisfaction is closely linked to their capacity to meet their students' needs. Third, teachers' relationships with stakeholders seem to influence their perception of receiving support. Lastly, teachers use a variety of protective factors to manage their emotional and psychological well-being. Implications for practice in educational communities include recommendations for teachers: to prioritize self-care and seek support as necessary; and for school and district leaders: to prioritize adult wellness and provide equitable access to trauma training and resources. Recommendations for future research are also provided. Mitigating teachers' vulnerability to STS and CF and prioritizing teacher well-being should be an urgency for schools and districts, as this has a domino effect on children, schools, and the wider community. [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.]