Using some recent studies of trust done by scholars in organizational science and related fields, this paper attempts to identify models and constructs that could prove useful to educators looking for ways to encourage successful collaborative partnerships, especially those that include processions from K-12 and university settings. The paper examines the social organization of trust and describes the ecological arrangements within which trust occurs (or does not occur) in the context of school/university collaborations. The study looks at the relationships among the social actors in a partnership that connects the faculty, staff, and students of a large public high school with the instructor and students involved in a general methods course (n=16) at a small, private, liberal arts college. Findings suggest that a predisposition to trust, responsibility in following through with one's obligations, and a willingness to allow for minor indiscretions provide a basis for increased cooperation and further development. The study also highlights the rich body of literature on trust that is being produced by theorists in the organizational sciences. (Contains 55 references.) (SLD)