偏遠地區學生面臨的挑戰及其成因錯綜複雜，有賴學校與其利害關係群體合作，方能改善偏遠地區學生整體學習困境，對此，協力治理提供了廣泛參與且具制度化的跨部門協作機制。惟協作能否順利啟動、長期運作乃至發揮成效，受到信任此一變化性高的因素深切影響。本研究選取偏遠地區一所國中、一所國小與利害關係人合作改善學生學習的團隊為個案，透過文件分析及半結構式個人訪談，探究其協力歷程及參與成員間信任關係的建立與遭逢的危機，期能提供偏遠地區跨部門協作的團隊參考。研究結果發現：一、學校成員理解非學校成員的思考方式，奠定協力治理基礎；二、啟發非學校成員與學生學習產生連結，建立參與共治的信心與動機。惟協力歷程也面臨兩項挑戰對信任產生危機：一、「學生學習屬學校權責」的認知，減低非學校成員參與信任；二、異動成員與出席不穩定者未獲得銜接與引導支持。最後，依據研究結果，對有意推動偏遠地區學校協力治理者提出改善建議。

Students in remote areas often encounter multifaceted challenges related to structural, social, and institutional factors. To address these difficulties, schools must join forces with diverse stakeholders, with collaborative governance providing a mechanism for broad cross-sector participation. However, the effectiveness and sustainability of such collaboration are determined by the fragile and dynamic factor of trust. This study focused on stakeholder teams tasked with improving student learning at one junior high and one elementary school in a remote region of Taiwan. Employing document analysis and semi-structured interviews, the researcher explored the collaborative process, trust-building among team members, and crises encountered in the process. The study found that: 1. school members’ understanding of non-school members’ perspectives formed the foundation of collaboration, and 2. inspiring non-school members to connect with student learning fostered motivation for and confidence in collaboration. However, two crises were also identified: 1. a pervasive view that student learning was solely the school’s responsibility, which reduced the engagement of non-school members, and 2. insufficient support for transitions during membership changes and for members with unstable attendance. Based on the findings, the researcher provides recommendations for strengthening trust and enhancing collaborative governance in remote schools.