In this study, the authors explore potential relationships between trust and collaboration at both the school and individual levels of analysis. The study design focuses on a set of ostensibly reciprocal relationships between trust and collaboration. The database for the study is composed of self-reports of elementary and middle school teachers in Korea at a point in time and does not include the perspectives of other stakeholders in the school. The purpose of this study is to extend the data-driven inquiry available on trust (Nooteboom, 2002), and consider the trust-collaboration construct in the context of Korean schools. Study measures included modified versions of the trust survey developed by Hoy and Tschannen-Moran (1999) and the collaboration survey developed by Tschannen-Moran (1998). The collaboration survey, created by Tschannen-Moran, (1998, 2000), was used to examine three collaborative processes in schools: specifically, collaboration between the principal and teachers on school-level decisions, collaboration with parents on school-level decisions, and collaboration among teachers on classroom-level decisions. Data for this study were derived from responses to a questionnaire completed by teachers employed in 100 randomly selected schools (48 elementary schools and 52 middle schools). Findings of this study suggest that trust may differentiate collaboration in schools. Results commend the importance of the trust factor when collaborative relationships are being nurtured and, in general, suggest positive relationship between teacher trust and collaboration. Here, trust in the principal and trust in clients were significantly related to overall collaboration measures. (Contains 2 figures and 5 tables.)