According to the National Center for Mental Health Promotion and Youth Violence Prevention, about one quarter of children in the United States will witness or experience a traumatic event before the age of four. In this article, Susan E. Craig explains how these early trauma histories prime a child's brain to expect certain experiences, particularly perceptions of negativity from parental-like figures. As a result, children who have experienced trauma are likely to exhibit behavioral problems in the classroom. Craig explores how teachers can establish trusting relationships with these children. Using an example of an early childhood educator, she supplies recommendations for how teachers should respond to behavioral outbursts. Craig also provides suggestions about how to create a predictable learning environment and teach students to monitor their internal worlds and thereby control their emotions.