The purpose of this qualitative, interpretive study was to discover teachers' and administrators' perceptions on faculty trust and how faculty trust influenced teachers' job satisfaction and school morale in rural, East Tennessee elementary schools. The sample size of this study included 25 teachers and six administrators from two rural school districts, for a total of 31 participants in this study. Overall, I derived eight themes, one of positive perceptions and one negative perceptions from teachers and administrators for each of the four research questions. For Research Question 1, teachers perceived faculty trust influenced teachers' job satisfaction positively in rural, East Tennessee elementary schools by creating positive environments and opportunities for teachers to take chances and negatively by creating threatening environments and emotional distress. For Research Question 2, teachers perceived faculty trust influenced school morale positively in rural, East Tennessee elementary schools by creating positive, safe, and supportive environments and negatively by creating unsafe, discontent environments and teacher turnover. For Research Question 3, administrators perceived faculty trust influenced teachers' job satisfaction positively in rural, East Tennessee elementary schools by creating positive and safe environments and negatively by creating destructive environments and teacher turnover. For Research Question 4, administrators perceived faculty trust influenced school morale positively which created positive, safe, and supportive environments and negatively which included toxic and isolating environments. [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.]