The research problem addressed in this study was the lack of trust between faculty-principal, faculty-client, and faculty-colleague in U.S. secondary schools. The purpose of the study was to determine the relationship between communicator styles and perceptions of trust. Organizational trust theory served as the theoretical foundation. A quantitative, nonexperimental research design was employed to determine the relationship between the variables through linear multiple regression. Respondents completed the Communicator Style Measure and Omnibus T-Scale. The first 3 research questions examined the relationship between communicator styles and trust. Pearson r correlations were calculated for the 10 communicator style subconstructs scores and trust. The last 3 research questions involved investigating differences among communicator styles and trust. Multiple regression was used to assess whether the set of independent variables predicted the dependent variable. Results indicated that there was a relationship between communicator styles and trust levels for principals, clients, and colleagues. Results also demonstrated there were significant differences among communicator styles in terms of influence on trust for principals and colleagues. Examining this issue provided positive social change by expanding the knowledge on trust with additional information to enable school administrators to become more effective practitioners. Furthermore, findings demonstrated communicator styles necessary to improve trusting relationships within schools. An increase in trusting relationships within the school will help lead toward an increase in student achievement (Azodi, 2007; Bryk & Schneider, 2002). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]