This paper discusses the role of trust in relationships between teacher unions and their school districts. While the authors are not opposed to unions and management developing more trusting and collaborative relationships, their experiences and research suggest that trusting relationships will not by themselves bring about education improvement. More important is a fundamental commitment on the part of both teacher unions and school districts to change both the purpose and the scope of negotiated agreements. If the result of more cordial negotiations is simply a more cooperative atmosphere, then little of substance will have been accomplished. Union-management collaboration should not imply consistent civility. Bargaining is not an either-or proposition, either collaborative bargaining or adversarial negotiations. There must be a willingness to discuss issues that have traditionally been taboo. (Contains 19 references.) (DFR)