This case study explores a class where students in an online social work graduate course provided much harsher qualitative and quantitative feedback in the Student Evaluations of Teaching measure. Mindful of relational theory and adult focused pedagogy, the main difference between this course and previous semesters was the removal of periodic optional synchronous meetings. Possible rationales for the value the synchronous meetings played in facilitating classroom relationships and clarifying instructor personality were postulated in connection to current literature in best online teaching practices. Implications for the online student- instructor relationship are discussed along with the need for instructor reflection to refine skills.