This study investigated teacher perception of interactions used in on-line developmental mathematics courses at two-year colleges. A total of 98 AMATYC teachers were surveyed. The following conclusions were inferred from the study's findings: (a) The teacher responding to the survey was apt to be a female between the ages of 50 and 59, had taught an average of 14 years, and had an average class size of 24 students; (b) The course taught was more likely to be a beginning or intermediate algebra class and was offered asynchronously; (c) The course management system used most often was more likely to be Blackboard, followed by textbook publishers systems, and WebCT; (d) The textbook company used was more likely to be either Prentice Hall, Addison Wesley, or Academic Systems; (e) The mean perception of Student-to-Teacher interactions varied depending on the type of interaction. There was no difference in the mean perception between the different course management systems Blackboard, WebCT, and textbook publishers. However, there was a significant difference in the mean perception between different: (1) in-person meetings; teachers had the greatest success with tests, final exams, and orientation; (2) on-line meetings; teachers had the greatest success with tests, final exams, and quizzes; and (3) tools used; teachers had the greatest success with electronic mail, audio-conferencing, and interactive video. (f) There was no significant difference in the mean perception of the different student-to-student interactions however e-mails were used the most frequently according to the on-line developmental mathematics teacher; and (g) There was a significant difference in the mean perception of the student-to-content interactions with textbooks being used the most often but instructor made video and course packet/handouts having the higher mean perceptions. General conclusions informing the field of study include: (a) on-line teachers continue to use traditional methods of assessment; (b) teachers desire some type of interaction with their students; and (c) distance classes are a blending of the old with the new.