While researchers have acknowledged student trauma as a source of stress for graduate students, clinicians, and social workers, little research has grappled with the substantial influence of student trauma on faculty and professionals working in higher education. The support and guidance required by students who have experienced trauma or acute stress now fall largely upon the faculty member. Faculty are often witness to and actors within the unfolding drama of the student experience. This social-scientific inquiry explores faculty exposure to student trauma, the experience of secondary traumatic stress and vicarious trauma, and coping mechanisms. Faculty report feelings of lower personal accomplishment, worry, and lack of sustained social support. Adaptive and maladaptive coping strategies were employed. Analysis suggests institutional recognition of secondary traumatic stress and vicarious trauma, including education and social support, are immanently necessary.