The concept of trust and its implications for people working at various levels within school systems are explored. The school administrator is alerted to the elements of bureaucracy that inhibit the development of trust--hierarchy of authority, impersonal relationships and isolation, rules and regulations, close supervision and control, and decision-making practices. Research is cited of the results of a climate of distrust and the effects of a climate of trust. Some specific actions that a leader may take to develop a high trust level in an organization are discussed. (Author/MLF)