For at-risk children and adolescents, having close interpersonal connections with adults at school has been implicated as a powerful protective factor. It is unclear, however, which aspects of these supportive relationships are responsible for the ameliorative effects. The construct of generalized interpersonal trust has been suggested as one potential factor associated with the beneficial effects of supportive relationships. The purpose of the present study was to investigate the relationships between interpersonal trust, connections with adults, and a variety of academic and school climate factors. Results of a MANCOVA analysis indicated significant main effects for level of interpersonal trust and number of adult connections. Post-hoc univariate tests revealed that students with higher interpersonal trust reported significantly more positive perceptions of school climate, personal safety on campus, dangerous activities on campus, hostile attitudes and beliefs, and violence victimization. Students with more adult connections reported significantly more positive perceptions of school climate and regard for school. These findings indicate that school climate issues are critical factors impacting students’ outcomes. As such, considering a strategic plan that focuses on (a) implementing programs to address the developing sense of interpersonal relationships (e.g., respect and trust) between students and all adults and (b) increasing the number of positive student-adult relationships in schools is suggested.