The effectiveness and efficiency of an organization depends on the cooperation of its members to achieve common goals. Mutual trust is the basis of effective communication in the organization. Trust is a phenomenon that connects individuals to each other in a society or collective life, affects the mental state of individuals in interpersonal relationships, but can be potentially risky, dangerous and damaging. Sharing more accurate, relevant and complete information about problems within an organization consisting of individuals who trust each other; individuals are more likely to express their feelings, thoughts and opinions without fear. Trust is a relative perception based on willingness to be vulnerable in a situation of counter dependence among stakeholders and has five aspects: goodwill, credibility, quality, honesty, and openness. These aspects combine to form trust, and any aspect of trust by managers should not be neglected for the effectiveness and efficiency of organizations. Relying on others is an important aspect of human learning because effective learning is a collaborative process and insecurity can make this collaboration impossible. It is important that all stakeholders trust each other in shaping schools as learning environments that support effective collaboration to achieve common learning goals. Students, teachers and parents have common learning goals, trust and effective cooperation among stakeholders create appropriate opportunities for effective teaching and learning. This research was carried out to adapt the Student Trust in Teacher Scale into Turkish. A team was established to translate the scale items into Turkish. Two experts each from the fields of educational administration, English and Turkish were involved in this phase. The items of the scale were translated into Turkish by the English experts, and then the Turkish experts checked the conformity of the translation to the language rules. Education management experts examined the appropriateness of translations in terms of subject content. The procedures were repeated for items that could not be agreed between experts. The data collected according to the survey design from 1203 high school students were analyzed. After the adaptation to Turkish, the scale, which consisted of thirteen items, preserved its original unidimensional structure as a result of confirmatory factor analysis based on robust maximum likelihood estimation. The scale was also found to be a valid and reliable data collection tool. Therefore, the scale can be used in high schools in Turkey in order to determine the student trust in teacher.