This testimonio practitioner research builds on the relationships of trust between a dual language kindergarten teacher, and nine Latina im/migrant mothers of her former students in order to learn about the mothers’ experiences developing trust in their children’s schools. Using ethnographic observation, individual and group interviews, photovoice and descriptive inquiry processes to elicit the mothers’ testimonios, the practitioner-researcher positions these as counterstories to the deficit perspectives of Latina im/migrant mothers so pervasive in the ideologies and policies of US education (Solórzano & Yosso, 2002). Guided by a conceptual framework built on critical race theory (Ladson-Billings & Tate, 1995) and Chicana feminism (Anzaldúa, 1987), this study contributes to the broadening and refining of relational trust theory (Bryk & Schneider, 2002), by describing how relational trust is experienced by Latina immigrant mothers in under resourced urban schools. However, this study also utilizes an original technique called antroilustración to make sense of and represent the mothers’ stories, as well as the research process overall, in ways that are less traditional, but more attuned, ethical, and accurate. Findings identify and illustrate nine conditions that the mothers describe as necessary in return for their trust, all of which directly defy the the deficit perspectives, compliance cultures, and neoliberal policies that produce the ineffective and transactional forms of family engagement so rampant in US schools serving Latine immigrants. Educators are encouraged to conceive of their practice as a type of collaborative m(other)work, and to lean into mutual and reciprocal relationships of trust with Latine immigrant students and families through genuine collaboration, respect, and care.