Increased attention has been paid to school superintendents and their role in school reforms. Still, there are few studies on dialogue meetings between actors at different levels in the school hierarchy. The current paper investigates how a superintendent balances between trust and control while supporting school development through dialogue meetings. Drawing on interviews, reflection notes, and longitudinal observational data from dialogue meetings, comprising a superintendent, subordinated school leaders, and team leaders, this action research study provides insight into requirements for productive dialogue meetings. We argue that superintendent leadership through regular dialogue meetings can foster trust-building, empowerment, and professional commitment.