The purpose of this correlational quantitative study was to conduct an exploratory empirical investigation examining the relationship between student hope (Snyder et al., 1991) and student collective trust in teachers (STT) (Forsyth et al., 2011) at a large urban public freshman academy in the student trust in teachers that implemented social and emotional learning programming. The study examined student outcomes of GPA, student attendance, and student discipline as potential predictors of student hope and STT. Data was analyzed using descriptive statistics, factorial ANOVA, multiple regression, and correlation to examine the relationship between student hope and STT. The need for this study is supported by the gap in the literature examining the relationship between these two constructs. Data were collected using archival student climate survey data from the spring of 2020 as well as demographic and performance data from the student administrative system. No significant differences in student hope were found across student demographic groups. No significant differences in STT were found in male versus female students, ELL versus non-ELL students, and FRL and Paid lunch students. Significant differences were found in mean STT scores between Black students and all other ethnic subsets (Asian, Hispanic, Native American, and White). Student attendance rates and student disciplinary events did not significantly predict student hope scores, but unweighted student GPA did significantly predict student hope scores. Student attendance rates and unweighted student GPA did not significantly predict STT, but student disciplinary events did significantly predict STT. There was a significant positive correlation between STT and student hope scores with a moderate effect size. This study will help educators understand the importance of social and emotional learning as well as the relationships between student hope, STT, and student outcomes. [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.]