This study was an attempt to fit into the field of education to help leaders and parents further develop an in-depth understanding of the differing ability levels of individuals who have experienced trauma. The purpose of this qualitative case study was to describe the nature of and the influence of trauma on emotional intelligence in children as perceived by educators who identify as having worked with students who have experienced trauma. The participants were 5-10 educators of children who self-identify as having experience in working with students who have experienced trauma. Educators will be invited to participate through word of mouth, social media and snowball sampling. Individual interviews were conducted using an interview protocol matrix. All participants addressed the lack of adequate resources in their positions. Most participants were adamant about reiterating that school counselors are not long-term solutions rather temporary fixes. All participants held a general idea of what emotional intelligence is and how trauma can impact one's emotional intelligence and development. All participants held a consensus that lack of knowledge was a key factor in utilization and/or proper utilization of resources. All participants understood that an individual's/students can possess differing levels of emotional intelligence. [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.]