Adversarial relationships between parents of students with disabilities and school professionals can be avoided. Conflict between parents and teachers weakens relationships and prevents communication that can be collaborative and mutually beneficial. Factors at the heart of these conflicts are a lack of trust and poor communication. The importance of trust between parents and teachers cannot be overstated. Trusting relationships predict desirable outcomes such as increased achievement (Bryk & Schneider, 2002). The interpersonal communication skills that establish trust are not as clear from the literature. This study analyzes the relationship between interpersonal communication skills of special education professionals and trust of parents of students with disabilities. Results from this study suggest that the interpersonal communication skills of special education professionals are moderately and positively correlated with trust of parents of students with disabilities. In-person communication methods and professional's interpersonal communication skills were found to establish the trust of parents. [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.]