We describe an intentional, long-term approach to community building from a trauma-informed perspective and evidence from an action research study on this approach As the instructors and as members of a transdisciplinary team, including social work, English and rhetoric, and teacher education, we reframed a first-semester course on building classroom communities for undergraduate middle and secondary teacher certification candidates to include explicit attention to trauma-informed practices. Following the course, we facilitated a Professional Learning Community (PLC) during subsequent semesters to engage candidates in ongoing discussions around traumainformed practices as they continued with their program. We examined data collected across the course and the PLC meetings to understand how candidates' thinking shifted around trauma-informed practice. Findings show that teacher candidates felt more knowledgeable about childhood trauma as well as how to incorporate this knowledge into their learning communities, yet they struggled with some aspects of the shift from the theoretical to the practical.