Description: A significant characteristic for a trusting relationship between people is an experience of being disarmed, or a feeling of being "at home" in the presence of some particular people. The mutuality that has aroused between the people involved can be unspoken. It can be unfold by a common willingness by those involved to be open and to listen to each other. A practice of such a full and genuine trust could be found in a sudden moments of generosity even between strangers (Buber 1978) or in more permanent relationships as in families and friendship settings (Bowlby 1994, Eisenstadt and Roniger 1984). The difficult part in such relations are the risk of being deserted. Annette Baier makes this explicit when she writes that trust "... is accepted vulnerability to another's power to harm one" (Baier 1991). For trust therefore to be realised it would be necessary to establish a common willingness to practice a good will or mutual benevolence towards one another (Kristiansen 2005).In this paper my purpose is to discuss the role of trust and trusting relations within the framework of schooling. Life in schools could be seen as microcosm of the larger social world and in addtion would schooling itself have its own difficulties and ambivalences for instance in relation to goals and ideals to be fulfilled (Lamper 1986). Within this framework trusting relations may play an important role in different settings. The project will have two foci: First in the development of a learning environment where also basic human need can be met like the need for safety and a place to belong. Second in respect to a core activity in schools, namley the growth of knowledge. The possibility to develop trust in these relations will be approached from three different levels: The individuals owns trust in themselves, trust in others and trust in school as a formal and public institution. Methodology: No empirical data will be collected. The study is theoretically based. I have a hermeneutic approach to the written material that is used. Conclusions: My expectation is to contribute to a deeper understanding of what role trust may have in educational settings. The starting point for my approach will be in general theories of trust and trusting relatons. I hope to reformulate them and make them more explicit and relevant within for the practical life in school.