This non-experimental study investigated the relationship of teachers' trust towards their administrators and student achievement. Ginsberg's (2003) survey, as modified from Smalt's (1997) Teachers' Analysis of Their Principals' Supervisory Styles (TAPES), was translated to an on-line assessment and emailed to teacher participants from three different schools. Data was drawn as archival pertaining to the students' scores and grades. Teacher participants were from a relatively high socio-economic suburban school district. The district is a comprehensive K-12 school district with over 1800 students enrolled in three schools: an elementary school (grades K-4) a middle school (grades 57) and a high school (grades 8-12). For this study, students ranged from grades three through eight. Teacher participants were from the following sub groups: elementary general education, secondary Mathematics, and secondary English, all of whom have a state assessment directly connected to their taught curricula. Student achievement was measured based on the students' performance on the 2015 New York State Assessment in English Language Arts and Mathematics and the end-of-year New York State Common Core Learning Standards based report cards. The level of trust that teachers have for their administrator(s) was determined by Ginsberg's (2003) modified version of TAPES, which gathers data on teachers' attitudes towards their observation experiences and administrators. One of the areas that the survey focuses on is trust. Teacher participants' index scores were compared with the mean of the New York State Assessment scaled scores for the connected class. The index scores were also compared to the mean of the end-of-year New York State Common Core Learning Standards based report cards. SPSS was used to analyze the relationships between the data sets. This study concluded that although there were few statistically significant correlations and predictions there is still the presence of a relationship between trust and student achievement. This study adds to the body of research which connects student achievement, as measured by student performance on the New York State Assessments and standards based report cards, to trust and its theoretical concepts in the educational community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]