Objective: To explore determinants of childhood trauma among college students with left-behind experience, and to provide a reference for effective intervention among students with left-behind experience. Methods: A total of 2 468 students selected from 5 universities and 2 higher vocational colleges in tianjin by stratified cluster sampling method were investigated by self-compiled questionnaire and childhood trauma questionnaire. Results: The scores in emotional abuse, sexual abuse, emotional neglect, physical neglect and childhood trauma of students with left-behind experience were significantly higher than those without left-behind experience(t=3.01，3.13，3.24，2.27，3.60，P<0.05)；parental separation times and the frequency of parental return had significant interaction effect on the total score of childhood trauma of students with left-behind experience (F=2.37, P<0.05)；the gender had a significant major effect on the total score of childhood trauma of students with left-behind experience under the interaction with the place of origin, age at first separation,the cumulative time of leftbehind experiences and the frequency of parents contacting (F=4.49，5.23，5.93，5.11，P<0.05)；the age of subjects when parents going out under the interaction with the place of origin, the gender, if only-child,parental separation times and the frequency of parental return；as well as the frequency of parents contacting under the interaction with the place of origin，the household registration, the gender, if only-child and the cumulative time of left-behind experiences also had significantly main effect(F=3.88，4.25，3.32，2.86，3.45；3.82，4.02，2.64，3.29，P<0.05). Conclusion It is necessary to attach great importance to demographic and context information regarding left-behind experiences,which lead to more specific and effective prevention and intervention strategy for individual with left-behind experiences.