This paper examines community-campus partnerships, specifically regarding community partner representatives' lived experience of trust and reciprocity with community-engaged administrators at an institution. This research focused on how trust and reciprocity manifested and was sustained within these relationships, with the goal of supporting administrators in building stronger relations with community organization representatives and bridging the connection between a community and campus. With the creation of community engagement offices that focus on public engagement, administrators have emerged that specifically seek to work with the community. Many best practices have evolved to support the growth of community-campus relationships, including the significance of trust and reciprocity.Using a qualitative hermeneutic phenomenological approach, the researcher interviewed eleven community partner representatives that worked with community-engaged administrators from Washington and Lee University. Four critical concepts and four themes emerged from this research. Critical concepts discovered are Community Partners as Educators, Positive Interpersonal Relationships, Overlapping Goals, and the Role of the Institution. Themes that manifested included Administrators as Liaisons, Mutual Respect, Resource Sharing, and Transparency of Expectations. Based on these critical concepts and themes the researcher recommended actions that community-engaged administrators can enact that supports the manifestation of trust and reciprocity. This includes providing community partners' access to resources, knowledge about the institution and its students, a way to formalize the partnership, increased communication at the beginning, middle, and especially the end of a community partnership project, etc. [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.]