ABSTRACT Title: Supporting Children with ASD and Trauma: Building Teacher Self-Efficacy and Inclusion Practices Through Targeted Coaching This project aimed to enhance the self-efficacy of early childhood educators in supporting children with autism and a history of trauma through targeted coaching interventions. Situated in a state-funded preschool in Novato, California, the intervention engaged four educators with varying levels of experience in a comprehensive, practice-based coaching model. This model focused on building educators' capacities to implement inclusive strategies and manage challenging behaviors effectively. Key components included the use of KWL charts, reflective practice, and tailored coaching sessions that addressed the specific needs of a child named Tiana, who was diagnosed with both autism spectrum behaviors and has experienced trauma. Results from pre and post-intervention surveys indicated significant improvements in educators' confidence in their understanding of autism and trauma comorbidity, their ability to implement effective inclusive strategies, and their skills in managing challenging behaviors. The project underscores the importance of continuous, context-sensitive support and professional development in fostering inclusive educational practices that accommodate diverse learning needs. By enhancing educator self-efficacy, the project contributed to a more supportive and understanding educational environment, reflecting broader social justice goals in early childhood education. Keywords: Early Childhood Education, Teacher Self-Efficacy, Inclusive Practices, Autism Spectrum Disorders, Childhood Trauma, Professional Development, Educational Coaching, Trauma-Informed Care, Special Education