In the article, we explore conditions under which people may allow their listening to be interrupted, that is, allow themselves to start listening for something they had not been trying to hear previously. We present empirical evidence for the conditions by analyzing an interview with a teacher who tells us how his listening was interrupted as he talked with students. We review excerpts from his discussion with them and argue that, because he allowed his listening to be interrupted, the teacher followed certain discussion-leading patterns that helped the students to do likewise: they, like the teacher, started listening for something they had not been trying to hear previously, and, like the teacher, they heard and entertained perspectives that challenged their own. Hence, we maintain that, when following these patterns, the teacher helped to engender trust among the members of the group, where "trust" is defined as a relation between fellow truth seekers.