This article explores how a laboratory middle school (LMS) serving students from low-performing elementary schools and students with academic or social-emotional challenges is developing as a trauma-responsive school. The authors explore the literature, school/community context, student cases, and the ways in which classroom and school-wide practices are trauma-informed. Trauma-informed practices focus on individual students as well as whole classroom and school-wide initiatives, potentially benefiting all, not only those students experiencing trauma. At LMS, a community of care system, evaluation committee, tribe and village meetings, the democratic classroom approach, project-based learning, as well as focused enrichment and remediation are all initiatives that have demonstrated some success. Documentation of such successes merits exploration in other middle schools. The LMS team seeks to understand and implement highest leverage practice as students are challenged academically, their socioemotional needs are supported, and resiliency is built not only in the classroom but also in the lives of the young adolescents themselves.