Elementary general music teachers encounter challenging behaviors in the music classroom when teaching students with emotional/behavioral disorders (EBD), which require prevention and response. In this article, I reviewed literature on pedagogical strategies and interventions for students with EBD in the elementary general music classroom. The review is organized as follows: (a) introduction and process, (b) overview of trauma, (c) overview of EBD, (d) principles of trauma-informed care, and (e) summary and recommendations. Through this review, I present current knowledge on best practices for understanding and framing the unique behavioral needs of special learners with EBD through a trauma-informed lens.