This paper reports on a study that examined the concept of trust-a critical element in the social glue that bonds the organizational team together and enables effective collective action in schools. It delineates an organizational context for consideration of the concept of trust in interactions in restructured schools. The study suggests that the benefits of teams and collective action under new circumstances of school governance manifest within flattened organizations with extended authorities and responsibilities. Additionally, the report sets forth a series of testable propositions associated with trust and teamwork, which may serve as foci for future research. There is convincing support for the position that successful collective action continues to depend on trust among individuals in voluntary activities targeted to the achievement of collective purposes. The study suggests the utility of both instrumental and noninstrumental views and the need to integrate conceptually these perspectives as people seek to understand better this complex phenomenon in the context of team-based systems of restructured schools. (Contains 7 pages of references.) (DFR)