This paper presents some findings on students and authority in the mathematics classroom. It is shown that students create a web of authorities that extends not only to their teachers but also to their fellow students. While it is not asserted that relationships based on authority should be abolished, it is shown that such relationships can interfere with the formation of intellectual partnerships necessary, for example, in collaborative learning. It is also suggested that the dominance of authority relationships may hinder the development of reflective thinking about mathematical ideas. A brief description is also given of the Learners Perspective Study, in which these observations were made. (Author)