This phenomenological study focused on examining how administrative support leads to successful environments conducive to prominent levels of teacher leadership. The purpose of this study was to research teacher leaders' perspectives on how administrative trust supported their role at elementary schools in an East Texas suburban district. The study aimed to better understand the teacher leadership role and how administrative behaviors influence that role while also exploring teacher leaders and their influence on trust-building practices in specific school settings that influence organizational capacity in relation to instructional leadership and school improvement. The research questions were utilized to guide this study which was conducted virtually with focus group interviews. The study participants included elementary teacher leaders in an East Texas suburban district who hold the titles of instructional coach, instructional specialist, or master teacher. In this paper, the researcher presents a foundation that can serve as a resource for administrators in identifying best practices to build trust with teacher leaders to support instructional leadership and organizational improvement. Implications for practice and future research are also included. [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.]