Young children experience traumatic events at high rates. Early childhood special education programs are an optimal time for implementing trauma-informed care. Minimal research has been done to understand early childhood special education teachers’ attitudes and experiences with trauma-informed care. Using a convergent mixed methods approach, this study explored early childhood special education teachers’ (N=25) attitudes and experiences with trauma and trauma-informed practices. Results indicate that early childhood special education teachers’ attitudes and experiences do not always align. (author abstract)