Trauma-Informed Care has been described as an approach by which a mental health provider follows some guiding steps while treating a whole person, taking into account past trauma and the resulting coping mechanisms when attempting to understand behaviors and treat the patient. Although this process has been often used in the clinical setting, only in the last decade such principles have been utilized in the school setting. This presentation will address this process through a case study of a female elementary student from identification to a continuum of psychological services.