Up to 90% of American adults have had prior exposure to trauma but medical education in Trauma Informed Care (TIC) remains limited. We integrated a TIC curriculum into a pre-clerkship medical student service learning program and measured its association with TIC knowledge, attitudes and confidence after year 1. 353 students participated in the pretest. 103 matched pairs are included in the final analysis. To assess gains from the curriculum, we utilized three instruments: Attitudes Towards Trauma Informed Care, a confidence instrument originally designed for social work students, and a knowledge assessment. We used paired t-tests to assess for score differences between administrations and fit a predictive model for change in score using a generalized estimating equations model. The average unadjusted sum score on the pretest was high—23.5 out of 30 (IQR 22.0–25.3). 69.7% of students somewhat or strongly agreed they had previously heard of TIC. Statistically significant negative associations were found between sum score, Black, Asian/PI, and biracial identities, second-year medical student status and prior familiarity with TIC. Average posttest scores in the matched cohort increased by 1.37 points (95% CI, 0.82–1.91). In the GEE model, Asian/PI race, biracial identity and being a second-year medical student remained statistically significant predictors of lower TIC scores, while identifying as a woman was positively associated. Further study is needed to contextualize these scores and to continue seeking effective resources for increasing clinicians’ capacity to practice TIC.