The purpose of this project is to reduce the impact of child traumatic stress on children and families by embedding trauma-informed content in early childhood education curriculums offered at North Carolina community colleges. Traumatic stress in childhood can contribute to impairments in emotional, behavioral, physical, and developmental functioning. Adverse experiences in childhood have been linked to illness, high-risk behaviors, and death in adults. Early childhood educators may experience vicarious trauma resulting from the secondary exposure to traumatic experiences. This project adopts a preventative approach to equip early childhood educators with the awareness, knowledge, and strategies to identify and respond to signs of trauma in young children and families, as well as the skills to mitigate secondary traumatic stress. The impact of COVID-19 on children and families, and new stressors on childcare professionals (who are essential workers), underscores the importance of a trauma-informed approach to early childhood education.