Among the top reasons public school superintendents leave their positions is the poor relationships and conflicts with board members, and union representatives (Grissom & Mitani, 2016). The national average of superintendent tenure is less than four years resulting in K-12 leadership instability, at all levels of the school and district office (Chingos et al., 2014; Grissom & Andersen, 2012; Grissom & Mitani, 2016; Yee & Cuban, 1996). This qualitative, grounded theory research study explores conflict management practices in the relationship using three constructs: communication, shared decision making and trust. Research studies have been conducted that address the characteristics of effective superintendents and school boards; however, the need to study how superintendents and boards establish relationships has never been greater. The significance of conducting this research study exploring conflict management practices with a specific focus on communication, shared decision making, and trust may serve as a foundation for school districts seeking to improve school governance and extend superintendent tenure. The findings may assist others in gaining a deeper understanding of the power dynamics that operate within these relationships and how the power can be leveraged to achieve positive outcomes for students. [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.]