This chapter investigates whether graduates feel trusted by their head of the department to teach in a student-centred and reflective way and innovate teaching and explores what makes them feel trusted or not. The findings reveal an association between graduates’ perceptions of trust from their head of department and levels of student-centred learning and reflectiveness. Additionally, the chapter shows that only a small number of graduates engage in publicising and publishing their teaching practices, suggesting that trust from the superior may not translate into teaching innovation. The chapter also uncovers a contrasting nature of the perceived trust from the head of department, which tends to be primarily cognition-based, with the more nuanced, multi-dimensional trust expressed by colleagues, encompassing cognition-, affect-, and value-based trust. Finally, the study recognises that superiors sometimes express indifference about graduates’ teaching, which may discourage them from innovating teaching as innovation involves risk-taking. The chapter concludes with recommendations for heads of department to cultivate trust across the unit.