The purpose of this hermeneutical, phenomenological study described the experience of university educators using trauma-informed instructional practices during a global education disruption for university educators at Southeast University (pseudonym). The theory guiding this study is Richardson’s metatheory of resilience and resiliency (which describes an individual’s natural flow between homeostasis, through disruption, and adjunct to the disruption as part of the natural order of adaptation. The study addresses the following questions: How do university educators describe their experiences with trauma-informed teaching during a global education disruption? What formal strategies have university educators implemented to build social and emotional skills for students during COVID-19? How do university educators describe their self-awareness of compassion fatigue during COVID-19? What types of self-care do university educators find effective in mitigating compassion fatigue? Through the collection and analysis of data, the themes that were identified were (a) job satisfaction, (b) organization culture, (c) compounding effect of stressors, (d) resilience, and (e) self-care strategies. This study provided a voice to university faculty who leverage trauma-informed practices in the university environment during education disruption.