The purpose of this study was to explore the perceptions of licensed and non-licensed Vermont educators with regard to their perceived knowledge and understanding of the impact of complex childhood trauma. This partial replication study was based on the 2017 study by Goodwin-Click who examined the impact trauma-informed care professional development had on school personnel's perception of knowledge of complex childhood trauma. For this quantitative study, Vermont licensed and nonlicensed educators were recruited via email invitation to participate in the study. Participants were asked to respond to a fifty-two item survey and were also asked to provide demographic information. Responses indicated that the majority of respondents had participated in trauma-informed professional development. The data analysis identified some significant differences in educators' knowledge of the impact of complex childhood trauma. Further research needs in this area are discussed along with the limitations of this research.