A core component of criminal investigation is the investigative interview where investigators rely onan interviewee’s willingness to disclose information. This willingness to share can be heavilydependent on the interviewee’s trust in the interviewing officer and perceptions of law enforcement. Establishing and maintaining trust during an interview thus becomes a vital part of effectiveinvestigative interviewing. Swedish police are currently implementing a new model for investigativeinterviewing which utilizes building trust and maintaining conversational rapport with theinterviewee. Previous research has highlighted that facilitating trust and rapport yields more detailedand truthful accounts than interviews using more dominant styles. However, rapport-focusedinterviewing has proven to be difficult to operationalize and teach to recruits. Our study aimed tounderstand what Swedish police teachers value as important interpersonal skills for investigativeinterviewing as well as what strategies and struggles these teachers face when teaching recruits.Semi-structured interviews were conducted with six experienced interviewing teachers at Swedishpolice training programs. The teachers described that taking the interviewee's perspective, acceptingresponsibility to build rapport, as well as social and situational flexibility were important skills forinterviewers to process. When describing their strategies and struggles in teaching, the teachersdescribed the need to: bridge theory and practice; train flexibility through diverse scenarios; adjustto students’ social maturity and ability to self-reflect; and work with limited resources. This study alsohighlights how interviewing teachers express a need for adequate time and resources to help recruitsdevelop the necessary skills for interviewing. This study contributes perspectives on building trustduring information-gathering procedures and highlights what challenges instructors might faceduring training.