Schools once enjoyed the implicit trust of their community, and school leaders felt that they could take for granted the trust of both the internal and external constituencies. Trust in our society seems to be damaged and is in short supply (Tschannen-Moran, 2014). The Millennial generation (individuals born in the years 1981-1996) has become our largest workforce, and while their numbers are flooding the education ranks, there is a dearth of research on this talented generation of educators that needs to be uncovered. The purpose of this study was to assess the perceptions of Millennial teachers about developing trust with the building principal, their perceptions about establishing trust with colleagues, and their perceptions about forming trust with students and parents in a school setting. While there has been some research dedicated to the study of the Millennial generation in the workplace, there appears to be minimal research which contributes to an understanding of how school districts and building administrators can support Millennial teachers. This mixed-methods study provides quantitative and qualitative measures to school districts that pertain to Millennial teachers' perceptions of trust in a school setting. An analysis of the data indicated four emerging themes from this study of Millennial teachers' perceptions of trust namely, the influence of the principal as a coach; the impact of consistency in words and actions; the importance of a collaborative and supportive working environment; and the significance of honest and open communication. Through an understanding of the needs of the Millennial teachers, the findings of this research study provide school districts with evidence that could positively impact Millennial teachers' work environments and help to retain them in the profession. [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.]