The concept of trust has become commonplace in discussions of school culture, with increasing numbers of researchers arguing that trust is an essential component of positive school communities. In this article, we explore the role of trust and distrust in the involvement of Latino parents in the educational process. After providing a theoretical conceptualization of trust, we examine several critical examples of how an absence of, or a breakdown in, mutual trust had negative consequences for home-school relations, as well as for the people who were involved in those relationships. Findings indicate that (a) the existence or absence of trust between the home and the school affects the development and sustenance of meaningful parental involvement and (b) traditional notions of parental involvement are inadequate for some school communities. (Contains 5 notes.)