In this written conversation, the staff of a small rural school embark on an exploration of their developing pedagogies. They consider some of the sources of their individual theories and practice, and show how they work together to challenge and support each other. They acknowledge the community of adults and children to which they belong and from which their pedagogy grows. They explore the nature of relationships within this community of learners and consider how they might describe the knowledge that teachers need and develop in the course of their work. Throughout the conversation runs the thread of trust and the part it plays in releasing adults and children to work at the furthest limits of possibility.