The notion of ‘occupational hazards’ is perhaps a phenomenon quite endemic to virtually all known occupations. Often, these manifest in diverse forms, including physical, biological, chemical, and psychosocial forms. In journalism practice, not only do practitioners have to contend with the often-physical dangers of the profession that come their way, but they also have to grapple with the psychological and emotional traumas of the profession that they encounter in their daily working lives and which linger on their psyche for very long periods. Sometimes it is the direct, real, and live horrors of ongoing events. Other times, it is the vicarious narratives that the practitioner has to toss up here and there in the mind for proper scrutiny, understanding, and ‘packaging’. It is not certain how practitioners become equipped for the apparent traumas of the profession. The study investigated the perspectives of two critical stakeholders in the journalism industry, namely, trainers and trainees in journalism practice. It sought to assess, among other issues, the views of these critical stakeholders with respect to whether the phenomenon of trauma journalism was real or imagined and whether it merited consideration for inclusion in the curriculum of the discipline. This was a case study design, and the sample was drawn from two journalism training institutions in Ghana. The study was underpinned by the theory of media-related trauma and student engagement theory. The findings showed that even though the phenomenon was a recurring issue in the industry, training institutions in Ghana were yet to integrate it into the curriculum. Additionally, perhaps as a dilemma situation, while some respondents thought that the inclusion of the phenomenon in the curriculum was long overdue, others thought that the so-called debilitating influence of the phenomenon was already taken care of by the teaching of media arts courses such as psychology, sociology, ethics, and media law, among others, that were already part of the curriculum. The chapter thus recommended urgent academic discussion and subsequent inclusion in curricula of pedagogical procedures for teaching trauma journalism, as well as capacity building for managing the phenomenon in the industry.