This research recruited ten early childhood personnel within a public elementary school and attempted to gain insight into their beliefs and attitudes directly related to the principles of universal design for learning and the tenets of trauma-informed educational practice. Through this qualitative study, the researcher posited the importance of explicit professional learning and a supportive and openly communicative school environment to support the implementation of a combined trauma-informed universal design for learning (Ti-UDL) framework. Such a model has implications not only impacting personnel and student relationships, but those occurring amongst school-wide personnel of all levels. This research employed multiple phases, including an introductory survey (Attitudes and Beliefs about Trauma -- ABaT), individually conducted semi-structured interviews, a synchronous professional learning session on UDL and TIEP within schools, journal writing, and a student-facing classroom observation for those participants primarily assigned to the classroom setting. Lastly, this research will review recommendations for the future and alterations supported by the researcher to support the successful replication and generalization of this study. [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.]