In a previously reported randomized trial, we used both quantitative and qualitative methods to assess the impact of a professional development course, Enhancing Trauma Awareness, to increase trauma-informed care among preschool teachers in a large, urban, US school district. Although quantitative data from surveys showed no impacts of the course, the qualitative data from focus groups suggested that the course had positive, meaningful impacts on the teachers. These contrasting results are reconciled here by describing our experience of conducting and analyzing the focus group data. We explain how the course impacted the teachers and the implications of these mechanisms for implementing and evaluating approaches to increasing trauma-informed care. The course combined content about the effects of trauma with a key ingredient—a group-based relational process carried out over 12 weeks by two trainers. Through their engaged presence, the trainers allowed the course participants to feel emotionally safe. This safety allowed the participants to develop awareness and acceptance of trauma in their own lives and those of others. Teachers described the course as healing. They developed relational capacities manifested in their own engaged presence, characterized as a compassionate approach to addressing trauma experienced by children and families.) (author abstract)