Abstract: This qualitative study examines teachers’ views on the relationships with students in virtual (synchronous) classroom and how it impacts their professional roles. Data were gathered using semi-structured interviews of 9 teachers from the community-based school in Texas, US to gain insight into the perspectives on teachers on positive relationship with students in web-based synchronous classroom. In these conducted interviews, teachers mentioned that a positive relationship is so crucial in online teaching but it is teachers’ choice on how much to invest in building a good relationship with their students. Teachers indicated tensions and challenges to building a relationship with their students in online classes and therefore it hinders students’ emotional and social skills development.