Having collaborated closely on a project we dubbed the 'peer review of teaching marathon,' we reflect on the role of care in opening up conversations about teaching and learning. We posit that care, through collaboration, lays a foundation for trust in higher education. Trust, in turn, invites us to be open to new ideas, to be kind and have compassion, and to foster community between instructors and educational developers, instructors and their peer reviewers, and ultimately, between instructors and their students.