Preschool-age children who have had traumatic experiences often experience several challenges as they enter school. They are frequently preoccupied with the trauma and display both externalizing and internalizing behaviors in their classrooms, significantly impairing their abilities to learn. With few additional resources and the lack of availability for mental health services, teachers become exhausted by these children and find themselves at a loss for what to do. This article provides three stories of several children exposed to trauma and of some with developmental challenges who received treatment in the form of peer play psychotherapy through the "Relationships for Growth & Learning" Program, JBFCS, integrated within their day care, Head Start, or other preschool center.