This article discusses using poetic transcription (Glesne, 1997) as a tool for examining trust, including what trust looks and feels like from the "lived experiences" (Richardson, 1992) of university educators. We first explore the rationale for using poetic transcription in this study, discussing how and why poetry may be used as a profound narrative tool (Wells, 2004). This is followed by an overview of the methodology of poetic representation (after Butler-Kisber, 2010; Glesne, 1997; Richardson, 2003). Next, we present selected poems from three different educators (a retired teacher, graduate student teacher, and teacher/administrator). We discuss critical insights and perspectives on trust, including ways that poems can evoke emotion, build empathy, and elicit deeper understandings of the topic at hand (Cannon Poindexter, 2002; Clunis D'Andrea, 2013; Eisner, 1997; Faulkner, 2007; Furman, Lietz, & Langer, 2006). We conclude by discussing some of reasons why poetry is ideally suited for broadening the horizons of educational research.