The purpose of this study was to address the formidable effect that complex trauma has on children and their school success. Trauma impacts a significant number of school-age children and that impact compromises many developmental milestones and events, including learning and school success. This study examined one elementary school that has successfully implemented a school-wide trauma-informed approach. The research questions that guided this study were the following: What are the essential components needed to implement a trauma-informed approach? What are the effective leadership practices that contribute to implementing a trauma-informed approach? The research tradition that was used for this study was an intrinsic qualitative case study. The methods that were used were semi-structured interviews with the principal, teachers, and support staff, as well as a walk-through tour. The interviews were digitally recorded and transcribed. Data was analyzed using a coding system that resulted in themes. This case study found the principal to be essential when implementing a trauma-informed approach and identified specific traits and practices that are necessary for leaders to have in a trauma-informed school. Additionally, this study provides a framework of seven components for leaders to consider when implementing a trauma-informed approach. The implications of this study suggest that the role and the actions of the principal are imperative to the success of implementing a trauma-informed approach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]