Relationships between children's trust of a teacher and achievement, attitude toward school, and pupil-teacher interaction patterns were studied in fouth-grade classrooms. Trust was found to be positively correlated with arithmetic achievement and liking of school--but only for the girls. No positive relationships existed between trust and the interaction categories for either sex. However, a negative relationship was found between a girl's trust of her teacher and the number of unsolicited child-centered behaviors the girl received from the teacher. It was suggested that personality variables may be more significant than the immediate interaction patterns in determing a child's trust of a teacher and that the sex of both pupil and teacher should be considered when studying trust in the classroom. (Author)