With aggression toward teachers increasingly described as prevalent, teachers' risk for traumatic stress response and related job satisfaction has yet to be adequately researched. The purpose of this study was to quantify a model predicting teacher-reported trauma from teacher report of the aggression projected toward them by students and predicting teachers' job satisfaction from both aggression toward teachers and teacher-reported trauma. Goodness of fit indices supported the model's fit to a sample of 327 kindergarten through twelfth-grade teachers. Results revealed that aggression toward teachers did not predict teacher job satisfaction, but rather aggression toward teachers predicted higher self-report of teacher trauma, and teacher trauma predicted a decrease in teacher-reported job satisfaction. Findings suggest that teachers' job satisfaction is not lowered until aggression leads to teachers' traumatic response. Results expand the need for increased teacher well-being policy and methods, along with systematic changes within schools to assist in lowering aggression toward teachers and the associated traumatic response. Relationships between teacher and student are pivotal to the positive health and well-being of all collaborators within the school. Traumatic response of teachers from aggression directed toward them and related job satisfaction of teachers is not well understood in the literature yet. Discovering the path by which trauma occurs is crucial to making positive changes to the school environment for both teachers and students.