This qualitative case study explored the relationship between teachers' trust of their principals and their decisions to implement feedback. Four tenured teachers who teach in a public school district in Pennsylvania participated in the study. Through semi-structured interviews, participants shared their experiences receiving feedback and their perceptions of the trustworthiness of the principals they had worked with in the past. The data analysis employed grounded theory methodology to analyze the research using open, axial, and selective coding. Through the iterative nature of coding, themes emerged. The findings from this study revealed that teachers who perceived their principals to be trustworthy were more willing to implement feedback. Teachers trusted their principals when their principals exhibited all three pillars of trust in Mayer et al.'s (1995) Integrative Model of Trust: ability, benevolence, and integrity. Thus, grounded theory validated the Integrative Model of Trust in a school setting. Teachers placed trust in their principals when the principals displayed the ability to provide appropriate and relevant resources to their teachers, displayed benevolence in a caring demeanor towards teachers, and displayed integrity in their alignment of core beliefs with the teachers' values. This study emphasized the importance of the relationship between teachers and principals and its influence on teachers' decision-making. [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.]