This qualitative case study looked at the use of trigger warnings in an introductory-level gender studies course at a large, public research university. Trigger warnings are understood to be any information given, either verbal or in writing, that serves to tell students about particular content that the instructor will be addressing in class that could be traumatic for students with particular experiences related to that content. Supporters of trigger warnings believe that they make classrooms more inclusive and help support students with certain backgrounds, such as veterans, refugees, and students with PTSD or other mental health issues. Those against trigger warnings insist that they diminish students’ resiliency and infringe on instructors’ academic freedom. This study examines the use of trigger warnings and the effect their usage has on instructors and students. Data collection involved classroom observations and interviews with five students, two teaching assistants, and a faculty member. Findings were divided into three categories: classroom experiences, history with trigger warnings, and views of trigger warnings. Discussion and implications include suggestions for improving the use of trigger warnings in the classroom and the need for increased collaboration between instructors and students.