Many students in American schools are facing educational limitations due to the effects of poverty and homelessness. Educator preparation programs must address the needs of this special population of poverty by providing training in trauma-informed pedagogy. The goal is to make teachers more aware of the effects of poverty and provide additional tools to reach and successfully teach students by developing relationships and creating safe learning environments that acknowledge and address the emotional states of students who face chronic stress from poverty. The use of aesthetic strategies for literacy and learning will also make school more meaningful and relevant for students with learned hopelessness. This article addressed trauma-informed pedagogy for literacy and learning through action steps and examples designed by pre-service teachers in training.