As part of principal succession, new school leaders must take action to solidify their position as the school's legitimate lead authority while at the same time, develop and utilize interactive mechanisms designed to nurture staff relations and engender teacher support and confidence in their leadership. For beginning principals, this process highlights the critical importance of understanding the influences and expectations of the leadership context and the need for building and maintaining trust. This paper explores how beginning principals attend to multidimensional criteria when building trust with their staff as part of early-phase school leadership during principal succession. New principals identified using actionable principles and behaviours related to knowledge/skills, interaction, and communication as a means to engender trust with their colleagues. Findings were combined with concepts associated with educational trust in extant research to create the conceptualization of Three-Dimensional Trust. The multidimensional trust model includes three different dimensions of criteria for each of two areas of ability--task, ability, and interpersonal ability.