Four years ago, the author assumed the job of Director of Education for a school serving elementary children who had been traumatized by homelessness and associated problems, such as family, domestic, or community violence. The paper relates the struggle of her staff to create a healing school out of a chaotic program that lacked both an effective approach to discipline and a curriculum suited to the needs of the students. The second part of the paper discusses the salient components of the learning community they developed to enable students to heal and grow socially, emotionally, and academically. Students who have been exposed to violence are in most of our schools and their behavior often adversely impacts their classmates, teachers, and school administrators. It is critical, therefore, for teachers and administrators to be aware of the effect of trauma and able to create programs and support systems that are trauma-sensitive.