Widespread recognition of trauma’s harmful impacts and the related consequences for children, families, and society has resulted in Federal, State, and local initiatives over the last decade to resolve trauma-related issues through the promotion of Trauma-Informed Care. Research of successful implementations of Trauma-Informed Care are a few. This research paper's aim is to learn about the implementation of Trauma-Informed Care through one avenue of professional development: peer coaching. This qualitative case study will employ Bioecological Systems Theory (Bronfenbrenner, 1984) through the Process, Person, Context, Time Model (PPCT) to examine the roles of peer coaches, their experiences, their beliefs, their influence on each other, and the influence of the school environment to implement Trauma-Informed Care practices in one urban school. Methodology includes teacher and administration interviews, observations, and document findings. Research findings reveal salient shifts in perceptions of peer coaches' leadership and efficacy in Trauma-Informed Care practices. Despite the lack of support from the school, peer coaching offered valuable opportunities to implement new Trauma-Informed practices. The school environment was not only non-supportive, but provided a negative climate with divisive culture among staff, inadequate professional training causing harm, high turnover of administration and staff, overwhelming workloads leading to teacher exhaustion, and a shortage of substitutes. Nonetheless, the strong and trusting relationship between the two peer coaches enabled them to embrace professional learning experiences and emerge as teacher leaders in a toxic school environment. These findings have implications for practice as schools and districts can prioritize policy and organizational structures that cultivate organic peer coaching models that support sustainable teacher growth of Trauma-Informed Care schoolwide for improved student and adult wellness.