This dissertation explores various facets of foster care, focusing on foster families' experiences and educators' attitudes toward trauma-informed care. The first study uses autoethnography to document a family's first year as foster parents, highlighting their challenges, rewards, and personal growth, along with the cultural adjustments within the family. The second study examines the disciplinary challenges faced by foster children in schools, noting the inadequacy of conventional methods like buddy classrooms and zero-tolerance policies. It investigates whether educators' personal or professional exposure to foster care influences their attitudes toward trauma-informed care, finding that those with such experience have more favorable attitudes, as measured by the ARTIC-35 assessment. Despite increased awareness of childhood trauma among educators, foster children still face higher rates of suspension and expulsion. The dissertation argues that transformative learning experiences, particularly exposure to the foster care system during teacher training and professional development, are essential for fostering empathetic and effective trauma-informed education. The findings advocate for integrating these experiences into educational programs to better support foster children.