The Doctoral Capstone process has been both challenging and profoundly rewarding. Throughout this experience, I witnessed firsthand the real-world impact that adverse childhood experiences (ACEs) have on children. I also had meaningful opportunities to collaborate with providers from diverse backgrounds and explore a variety of local community resources. I feel incredibly fortunate that the team at GLAD House was so open to hearing and implementing my ideas. Together, we frequently collaborated to create solutions that supported both individual children and larger groups. Working in a setting without an occupational therapy (OT) presence highlighted the essential role OT can play in mental health environments and strengthened my commitment to advocating for the profession. During my time there, I was able to contribute sensory supports, create new routines, self-regulation strategies and curriculum, motor skill interventions, and recommendations for sensory equipment. Equally important, I was able to build safe, healthy, and trusting relationships with many of the children at GLAD House—children who have experienced ACEs and are often seeking connection with a consistent, supportive adult. Reflecting on this experience, I recognize how much I have grown since first beginning the project. I spent countless hours discussing, reviewing, and researching self-regulation in children affected by ACEs. I now more deeply understand the importance of building a relationship with a child before attempting to support their regulation, and that regulation must always come before expectations.