This paper presents findings of a study which set out to better understand how undergraduates epistemic beliefs related to their perceptions of teacher authority under the context of Internet-based learning environments.204 Taiwanese undergraduates epistemic beliefs and their perceptions of teacher authority toward Internet learning environments were assessed by Epistemological Beliefs Questionnaire (EBQ) and e-learning Teacher Authority Survey (eTAS).The e-TAS instrument consists of three dimensions of teacher authority,including content authority,process authority,and intellectual authority.The EBQ created by Chan and Elliott (2004) consists of four dimensions,namely,innate/fixed ability,learning effort/process,authority/expert knowledge,and certainty knowledge.The path analysis results gained via structural equation modeling technique further clarified the relations between undergraduates epistemic beliefs and their teacher authority senses.Participants perceived process and content authority in Internet learning environment are related to their beliefs about the nature of learning,and their perceived intellectual authority are related to the beliefs of the nature of knowledge.The relation between "solo voice" and "authority/expert knowledge" further provided the criteria-related validity for the Intellectual authority dimension in the eTAS.In addition,the beliefs about whether learning requires efforts were sensitively predicted by their orientation of perceived content authority in the Internet learning environment.