This paper reports preliminary findings from data gathering efforts of the Phi Delta Kappa (PDK) Commission on Developing Public Confidence in the Schools, and then charts several applications of some confidence-building techniques. A pilot test identified factors that caused people to gain or lose confidence in schools. Respondents (N=409) indicated that people associated with the schools-educators-are most responsible for both the public's gain and loss of confidence in schools. In the second part of the study, a detailed PDK questionnaire was sent to 148 public schools that were identified as having positive images and the public's confidence. Responses were coded according to categories within three areas: (1) character of setting, (2) attitudes and values, and (3) activities and program features. Findings suggest that valid school-community communication seems to be instrumental in developing confidence in public schools. A description follows of a project in Knoxville, Tennessee, that used ideas from the PDK study to promote positive school-community relations. Although improvement in basic skills was the highest priority of the Knoxville project, parental involvement, community support, and community involvement were stressed by project activities. Three appendixes provide instrumentation and survey results from the ongoing PDK project. (TE)