This participatory action research study explored principal/teacher relationships in an ameliorable career/technical school located in the mid-west United States. This study examined how teachers in this school perceive their relationship with the principal and how a principal perceives her relationship with the teachers. This empirical inquiry case study used an action research methodology to answer three research questions: (1) If relationships have a significant influence on student learning, how do teachers in an ameliorable school perceive their relationship with the principal? (2) If relationships have a significant influence on student learning, how does the principal in an ameliorable school perceive his/her relationship with the teachers? and (3) What are the implications of these perceptions for student learning outcomes in an ameliorable school in the context of the research that focuses on trusting relationships? Through the lens of Albert Bandura's Social Learning Theory and Vicarious Learning, a qualitative case study design was used to conduct an online survey for teachers, and an in-depth interview and observation of the principal. The study found that principal/teacher relationships at this school are influenced by perceptions of trust, efficacy, professional development, and communication. Recommendations were made and are being implemented by the principal and teachers as a result of this study. [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.]