Purpose: The purpose of this explanatory sequential mixed-methods study was to identify and describe what strategies exemplary regional occupational centers and programs superintendents perceive as most important to build trust with school board members using the five domains of "competence," "consistency," "concern," "candor," and "connection." In addition, it was the purpose of this study to identify and describe what strategies exemplary regional occupational centers and programs superintendents perceive as most important to build trust between school board members. Methodology: In this explanatory sequential mixed-methods study, surveys and interviews were used to gather data from exemplary superintendents to identify the strategies they used to build trust with and between school board members. While the surveys enabled the researcher to identify strategies, the interviews were used to deepen the understanding of what the superintendents perceived as the most important strategies to build trust with and between school board members. Findings: The study revealed exemplary ROCP superintendents perceive that engaging in strategic planning and goal setting, establishing communication protocol, communicating clearly and concisely, actively listening and making informed decisions, adopting a "no surprises" approach, participating in governance training, making and keeping commitments, and demonstrating concern are the strategies they perceive as most important to build trust with and between school board members. Conclusions: The study supported the conclusion that superintendents who engage the board in vision setting and strategic planning; follow through on their commitments; establish personal relationships; communicate consistently, openly, and honestly; and cultivate relationships build trust with their board members. Recommendations: Further research is advised by replicating this study with exemplary school board members to broaden the understanding of what board members perceive as the most important strategies to build trust with superintendents, to other states, in each of Weisman's five domains of trust, by using a population of only those superintendents who participated in the California School Board's Associations (CSBA) Masters of Governance training and expanding the population to county superintendents who are elected and those who are appointed. [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.]