Multitiered systems of support (MTSS) is an effective model for identifying students at risk for academic failure as well as behavioral concerns (excesses and deficits) that impede classroom success. Over the years, researchers have investigated the positive effects of the MTSS model on behavioral needs of students; however, to date the research has not focused on the need for embedding trauma-informed practices into the MTSS tiers. This article fills a void in the research by providing a framework for a trauma-informed MTSS (TIMTSS) model and a case study implementing this model. Specifically, it describes the scope, sequence, assessments, interventions, and staff roles across each tier as utilized in the pilot study. The success of this TI-MTSS model and lessons learned in this urban setting conclude the article along with suggestions for future research in other settings.