This article attempts to broaden our understanding of the ways in which schools foster the trust of families from an immigrant background. In schools with diverse student bodies, different ideas about the behavior, responsibilities, and roles of students' families and expectations of the involvement between schools and families, especially ones of immigrant origin, can foster mistrust. Moreover, research in Spain has indicated the problematic nature of the relationships that can develop between immigrant families and the schools their children attend, as well as lack of social cohesion between immigrant and native-born families within high diversity schools. In this article, I explore the main discourses, practices, and initiatives of schools and education professionals in Spain in terms of family-school relations and trust. Based on fieldwork carried out in five public primary schools in the city of Barcelona and in-depth interviews with education professionals and Family Association representatives, I explore two elements. First, I describe participants' perceptions of immigrant family-school relations, and second, I show the practices through which education professionals attempt to create a trustful school climate and positive relations with immigrant families, as well as the obstacles they encounter in this process. Additionally, I explore various practices that have unintended consequences resulting in misunderstandings between immigrant families and schools, thus creating impediments for forming trustful relations.