The problem addressed in this study was that teachers feel ill-equipped to handle students who have been impacted by trauma. The purpose of this study was to examine the teachers' experiences in implementing a trauma informed schools (TIS) approach to classroom management in rural Tennessee. The theoretical framework used is Bronfenbrenner's Ecological Systems Approach (1978). The ecological model best synthesizes an approach to integrating the TIS approach in the primary grades, considering the benefits and challenges that can influence how the school system meets the individual students' needs. The final sample included 10 teachers at Spencer Elementary School with at least 5 years of teaching experience. Purposive sampling was used to choose the criteria for selecting participants. Semi-structured interviews with open-ended questions and documents related to a TIS approach, were used as the data collection tools to optimize the research results. By utilizing documentation such as notes and interview transcripts, I could understand the valid data critical in advancing trauma-informed care in the classroom setting. This study used member-checking techniques and triangulation to provide credibility and the study's trustworthiness. The findings indicate that the teachers interviewed implemented a TIS approach using strategies of implementation, supports for students, classroom management, and learning environment. Teachers are not using the same strategies or resources to implement the TIS approach. Therefore, there is a lack of consistency among teachers. The study's results highlighted the need for ongoing and focused professional development for all the faculty, staff, and mental health committees. For future research, I recommend including a phenomenological study to examine teachers' experiences after implementing a TIS approach in tiers 2 and 3. In practice, I recommend fostering collaboration between faculty, parents, counselors, and the community to create a student support network. [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.]