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Previous research has suggested that trust in schools facilitates collaboration, school health, elementary student achievement, and school effectiveness. The purpose of this study was to investigate predictors of faculty trust in the principal, in colleagues, and in clients (students and parents). Moreover, it was hypothesized that because of a "trust spillover " phenomenon, each of the aspects of faculty trust would be moderately correlated with one another. The sample was composed 146 elementary schools in Ohio. Although data were collected from 4,069 teachers, the unit of analysis was the school. First, factor analysis confirmed the factor structure and construct validity of the trust scales. Then all of the hypotheses were confirmed. Enabling bureaucracy (structure) was positively related with and the best predictor of faculty trust in the principal; teacher professional behavior was positively related with and the best predictor of faculty trust in colleagues; and academic emphasis was positively associated with and the best predictor of faculty trust in clients. Moreover, each of the trust subscales, as expected, was moderately correlated with each other, as were the independent variables. Th