Understanding how principals build and support trust can inform school leaders' practice and efforts to retain teachers in the profession. The purpose of this study was to understand teachers' perceptions of principals' trust-building actions and dispositions. A qualitative case study was designed to understand trust as a multifaceted social phenomenon. Identified from a larger sample in a statewide study, the site was selected based on three criteria: high trust in the principal as evidenced by the Omnibus Trust Scale, the number of years the principal has been the school leader, and faculty stability over a five year period. Evidence was provided through semi-structured interviews with 14 teachers and a focus group research activity with 26 faculty. Thematic coding and data analysis was guided by the Five Facets of Trust, Social Capital Theory and Bandura's Self-Efficacy Influences. Teacher participants created five recommendations for principal actions that build and sustain trust. Findings suggest principals can create and support a high trust environment through specific actions which demonstrate benevolence, openness, honesty, reliability, and competence.