The purpose of this qualitative descriptive case study was to understand how online undergraduate math instructors perceive student learning in the online learning environment. With significantly higher attrition rates in online math courses, researchers should seek to identify instructional elements that could potentially lead to increased learning gains. A review of the literature revealed a need for additional qualitative research on the perceptions of instructors in the online learning environment. The specific elements of interest were feedback, formative assessment, communication, and technology. The study incorporated qualitative research methods to gain a comprehensive understanding of the perceptions that online instructors at the undergraduate level share. The qualitative descriptive case study design included purposive sampling of 8 online undergraduate math instructors. Online questionnaires and follow-up interviews provided data for analysis. Interpretive analysis highlighted emergent themes to form a true representation of faculty perceptions. The results of the study revealed that the online instructors perceived feedback and communication as essential classroom elements. Instructors perceived technology as a supportive tool that could not replace the need for teacher-student interaction and engagement. Participants considered automatic online assessment measures ineffective without instructor feedback. Educational leaders could use the study's findings to make informed instructional design decisions that could increase student success rates in undergraduate online math courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]