This mixed-methods study explores childhood trauma with a primary focus on the beliefs and attitudes of elementary school administrators in their ability to offer trauma-informed leadership and assist their teachers in trauma-informed care (TIC) and education. Participants at various stages of their careers were recruited from elementary schools across 10 U.S. states (N = 240). Employing an explanatory sequential mixed method design, Phase I assessed school administrators’ attitudes using the attitudes related to trauma-informed care scale (ARTIC-45) (see Appendix A). Phase II employed semi-structured interviews to collect qualitative data to explain further and clarify the quantitative results. Findings suggest that elementary school administrators have positive attitudes related to trauma-informed care. Findings also suggest years of administrative experience shows a negative statistically significant relationship while the number of TIC training hours shows a positive statistically significant relationship to attitudes related to trauma-informed care. Analysis also suggests no statistically significant relationship between years of teaching experience and attitudes related to trauma-informed care. A closer examination of the ARTIC – 45 subscales indicate elementary school administrators have negative personal support attitudes toward TIC implementation and negative feelings about the systemwide support they receive from colleagues, supervisors, and administration to implement TIC.