<p>People with intellectual disability are more likely to experience traumatic life events during childhood compared to children without intellectual disability. However, there is a lack of research exploring trauma-informed practice in schools for this student population. This study aimed to explore Australian teachers’ experiences supporting students with intellectual disability who have been impacted by trauma and sought to understand how educators conceptualise trauma-informed approaches when supporting these students. Participants in the current study included seven females and one male, ages ranging from 24 to 32 years old (<i>M</i>_age= 29.63), who taught in mainstream or specialist education settings. Teachers participated in semi-structured interviews via Zoom, excluding two which were conducted face-to-face. Results were analysed using thematic analysis and generated four themes, including clarifying the role of a teacher, teachers working alongside others to support students, barriers to supporting students, and opportunities to learn. Teachers’ ongoing training and support needs regarding trauma and intellectual disability are highlighted, alongside increased education in pre-service teacher training to better prepare them for the field. The current study contributes to the research surrounding the implications of trauma-informed training for teachers supporting students with trauma backgrounds and intellectual disability.</p>