The purpose of the study was to identify strategies/behaviors that successful superintendents used to build strong relationships and trust with their school boards during their entry periods. Three research questions guided the study: (1) What strategies/behaviors are successful superintendents using to build strong relationships and trust with the board during their entry period? (2) How do superintendents implement these strategies and evaluate their success? (3) What formal/informal leadership preparation assists aspiring superintendents for entry into the superintendency? The research team used a qualitative approach for data collection and analysis. Data were gathered via surveys and interviews of participating superintendents and their designated school board members. Nine themes emerged from the data regarding the practices of these successful superintendents: (a) They addressed the priorities of the school board; (b) most created entry plans that outlined their goals to be accomplished in the first 90 to 100 days; (c) they communicated frequently with key people, such as the board president; (d) they communicated individually with key stakeholders; (e) they made sure to communicate weekly with the board; (f) they understood the various board members' level of trust in them; (g) they had undergone high-quality training; (h) they had excellent communication skills; and (i) they valued their previous experiences. Findings from this study identified two important implications for practice (a) communication, and (b) a plan of entry to help the superintendent to address the priorities of the board and to serve as a tool for evaluation. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]