Purpose: The purpose of this qualitative study was to identify practices that increase trust among Latino male students in high school math classes. The research addressed the lived experiences of high school math teachers as they discussed the practices they implemented to establish relationships with their Latino male students. Literature reveals that trust is essential for any relationship including those in organizations (Hyatt &Figueroa, 2013; Tschannen-Moran, 2014). Relationships established by teachers may inform an understanding of how trust influences Latino male students and their success in a mathematics classroom. There exists research on trust relationships; however, there is inadequate specific research about how a trusting relationship among teachers and students impacts the academic success of Latino male students in a math classroom. Methodology: Based on a review of the literature, the components for building trust were concern, competence, integrity, and commitment. This qualitative study consisted of interviews with six high school math teachers in the southwestern United States using the dynamic narrative approach (DNA) research method, which allows for individual as well as group participation. Validity was established through an expert panel of researchers, and data analysis included interrater reliability. Findings: The study identified five practices that increase trust among teachers as part of validation theory and the components of trust. They were engaging in regular positive contact, positive reinforcement, professional learning community, consistency, and two-way respectful communication. Conclusions: The practices identified are keys to enhancing the effectiveness of education leaders and teachers by providing guidance for increasing trust with Latino male students in a mathematics classroom. The five practices revealed that it is important to initiate regular contact with their Latino male students through validation, two-way respectful communication, and positive reinforcement to have them feel valued and capable. Higher levels of trust between teachers and students improve the relationship. Recommendations: Continued research is needed to further understand the practices that increase trust in a larger population and territory to further support the practices identified in this study. The findings of this study provide education leaders and teachers with practices to increase trust with Latino male students in high school mathematics classrooms. [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.]