Having accurate, sufficient information can help students prepare for and transition college. However, access to information about college is inequitable. Drawing from interviews with eight first-year community college students, this study explored how community college students decided whom they could trust to provide college knowledge, the role of existing relationships in their trust decisions, and how those decisions can influence students' transition to college. Findings indicate that not all students had high school environments that facilitated the development of trusting relationships with teachers or counselors. Therefore, students turned to family members and peers for guidance. Students did not question advice from people with whom they had a relationship but did question the validity of information from people with whom they did not have a relationship. For some students, inequitable access to sufficient information created challenges in their transition to college. This study highlights the importance of creating educational environments in which students can trust teachers and staff with expertise in the college preparation process. Implications for high school and community college practitioners and community college researchers are discussed.