Adverse Childhood Experiences (ACEs) are potentially traumatic life events experienced in childhood that can have negative and long-lasting effects throughout life. This qualitative exploratory study investigates the implementation of a novel programme aimed at supporting children experiencing adversity and trauma across primary schools in one local authority in England. Data were collected using semi-structured interviews with project team (PT) members and four head teachers and a focus group with the PT. Qualitative content analysis organised the findings into three themes: project ambition and strategy; experiences of implementation; and project review and learning. Findings were examined in relation to the 2019 Education Endowment Fund's Implementation Process Diagram and provided a formative evaluation of project realisation. Alongside limitations of the study, implications for educational psychology practice in whole-school development are discussed.