Abstract: The research examined the perceptions of high school teachers on their relationships with students in a remote virtual school setting. Teacher-student relationships are at the heart of the education system. There is minimal research about the teacher-student relationship in the remote virtual environment. This case study provides perspectives and experiences of teachers who participated in at least one school year in both the virtual and traditional face-to-face school settings. The study examines the factors of the teacher-student relationship in the virtual environment, how remote learning altered the social-emotional development of high school instructors, and how communication impacted the relationship when transitioning to a remote setting.