Student perception in the asynchronous online learning course room was examined in this study. The problem addressed was how latent functions of gender bias might negatively impact the student perception of instructor authority within the online learning platform, which may then influence the student-teacher relationship and/or effective dissemination of the curriculum. Qualitative methodology was applied to investigate if authority is perceived differently by the online instructor's gender in an exploratory case study design. The fundamental theory guided the study from a sociological standpoint. An initial pilot study and demographic survey led instrumentation; data collection methods included a semi-structured interview and focus group. The participants were evenly distributed by gender and had taken online courses from male and female instructors. The central data findings suggested that societal constraints carry into the asynchronous online learning course room. Students relate differently to male versus female online instructors. In the study, it was found that student gender bias stems from socialization and patterns of generalizations experienced over a lifetime of interactions. Five main themes identified through coding include connection, inherent power, rigidness, willingness to nurture, and subject mastery. Key considerations such as impact on students and instructors, the effective dissemination of the curriculum, and policies for practice and procedures from an administrative viewpoint supply further discovery of the nature of gender roles and impact of prevailing attitudes on instructor authority within the context of an asynchronous online learning environment. Recommendations for future research and practice include consideration of race, ethnicity, and socio-economic status. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]