Young children in the child welfare system are inherently vulnerable to disruptions in early attachment, and abrupt changes of placement can function as trauma triggers. In this article, the authors present a case from a Child-Parent Psychotherapy (CPP) Learning Collaborative which exemplifies the potential trauma of placement changes, and how CPP is uniquely suited to support children and caregivers before, during, and after a placement change. They examine the elements needed at each stage of CPP-foundation, core intervention, and termination--to promote a healthy transition. Concurrent attention to the facilitating attuned interaction (FAN) model of reflective practice is a tool to help CPP practitioners navigate the difficult emotional experiences involved in these transitions.