Abstarct: The employment of online learning or e-learning in English as a Foreign Language (EFL) teaching has become a predominant tool in education, offering flexibility and accessibility. This shift has been accelerated by the digital literacy of the current generation and the adaptation of technology to their lives. The impact of online learning on EFL classrooms is significant, particularly in the context of teacher-student relationships and rapport. Positive relationships have been associated with higher learner engagement and reduced disruptive behavior, while negative relationships have been lixnked to underachievement. The rise of online EFL learning has made it a popular choice for many learners, leading to increased attention on the impact of e-learning environments on EFL learning outcomes. The teacher-student relationship and rapport within online EFL settings have been identified as crucial factors affecting learning outcomes. Additionally, the emergence of the Covid-19 pandemic has further increased the use of e-learning in EFL classrooms. However, there is limited research on the role of teacher-student relationships, particularly in online EFL learning contexts. Furthermore, existing studies have primarily focused on quantitative measures of the impact of teacher-student relationships, neglecting to explore the qualitative aspects. This qualitative case study aims to address this gap by providing insight into the process of building positive teacher-student relationships in online EFL learning environments, offering valuable guidance for educators operating within these contexts. By delving into this context, the research seeks to provide a theoretical foundation that describes the characteristics of the phenomenon and offers practical insights for teachers in online EFL settings.