The COVID-19 pandemic necessitated teacher collaboration in unprecedented ways, ensuring students continued to learn amid unforeseen obstacles. In this study, I explored how trust relationships were perceived within Professional Learning Communities (PLCs) and with building administrators during the COVID-19 pandemic using a theoretical framework built on social constructivism and Tschannen-Moran's five facets of trust. This study addressed the following research question: What perceptions of trust within PLCs were reported by teachers and building administrators during the COVID-19 pandemic in a small, suburban K-2 school in the state of Wisconsin? I conducted a qualitative case study of five kindergarten through second-grade teachers on collaborative grade level teams, as well as their two building administrators. Key findings from the study indicated that (a) definitions of trust varied by positionality; (b) the shifting work and purpose of PLCs positively affected trust; (c) perceptions around equity of the workload was dependent on technology skill sets that decreased trust and seeking help when needed that increased trust; and (d) conflict and venting were outcomes of unmet appreciation, decreasing trust. Recommendations for stakeholders included the following: (a) building capacity for trust based on essential elements of benevolence, honesty, openness, reliability and competence; (b) reorienting the work and purpose of PLCs post-pandemic; (c) providing train- ing around conflict resolution to thwart unproductive venting; (d) establishing a culture where asking for help is seen as an asset; and (e) being specific when communicating appreciation. At the time of this study, schools remained in the COVID-19 pandemic; it was my aim that educators might benefit from this study in present and future crises. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]