The purpose of this action research study was twofold: first, to identify administrator behaviors which enhance or inhibit the development of trust between teachers and administrators; and, second, to improve trust through a collaborative administrator/teacher trust building program. The project involved the three schools (totalling seven administrators) of the Harwich (Massachusetts) school district. Faculty members first devised and completed a questionnaire for rating administrator behaviors that enhance or inhibit trust, then trust building plans were collectively developed and implemented over a 12-month period, and, finally, plan results were assessed through re-administration of the questionnaire. Findings indicated: that questionnaire development was the most revealing part of the process and resulted in the identification of 30 administrator behaviors either enhancing or inhibiting trust; that development of trust building plans provided an increased awareness of the importance of trust by all members of the staff; and that the comparison of questionnaire responses before and after project implementation showed that the level of trust between teachers and administrators can be enhanced by making improvement an explicit goal of both the organization and of administrators. The Trust Building Program agenda including introductory and implementation activities, the identified behaviors of administrators rating form, and objectives and activities of trust building plans are appended. (Author/LL)