Qualitative inquiry has recently experienced a burgeoning in the field of educational research. Qualitative research is uniquely positioned to provide researchers with process-based, narrated, storied, data that is more closely related to the human experience. One can learn so much from another's experience, and from a good story. Yet, the degree of trust one has in the person telling the tale has much to do with the degree of trust attributed to the telling. It is the same with studies conducted from a qualitative research approach. Indeed, building trust is imperative. Fortunately, there have been several attempts by qualitative methodologists to specify how trust in qualitative findings might be conveyed and enhanced for consumers. But be advised beforehand, even the construction of trustworthiness is far from an exact procedure. This column presents recommendations from several research writers for developing and relying on trust for another's research findings, with particular focus on the academic success fields of developmental education and learning assistance. Lincoln and Guba's (1985) seminal overview and organizational scheme provides the main focus, and others' work on trustworthiness is synthesized and then integrated into the mix.