Researchers have alluded to employees' perceptions of trust and hope as potential antecedents of their commitment to organizations. However, there have been no systematic attempts to identify the relationships among the constructs as they relate to teachers. Therefore, the premise of this study was to determine the nature of the relationship between teachers' trust and hope and their organizational commitment. The article presents a theoretical framework for evaluating trust, hope, and organizational commitment combined with identifying various elements that can be integrated into schools to improve the level of teacher commitment. Further, the paper discusses the implications and limitations of the study and presents future research alternatives. (Contains 3 tables.)