Teacher power is a crucial component in understanding power dynamics in classroom discourse. Using Schrodt et al.'s typology of power bases as a lens, this qualitative case study discovered that teacher participants used hybrid forms of power when interacting with their college students in one block-section class in the Philippines. Moreover, the study revealed that communication in the classroom tends to break down when there is a mismatch between teachers' and students' assumptions about the best ways to facilitate learning. This study extends the theories on teacher power by demonstrating that power bases can manifest simultaneously instead of separately in a discourse.