This article draws on my dissertation, "Creating Inclusive EAL Classrooms: How LINC Instructors Understand and Mitigate Barriers for Students Who Have Experienced Trauma." The article explores some assumptions and understandings that English as an Additional Language (EAL) teachers bring to teaching students believed to have experienced trauma, and illustrates the dilemmas they face in supporting such students in a government-funded and -designed EAL program for newcomers. Using the concept of Iris Marion Young's "Five Faces of Oppression" (1990), the data and findings of the research for my dissertation are explored, contributing to the discussion on trauma and learning in EAL programs and specifically in relation to adult immigrants and refugees.