This study utilized a single-subject case study design to investigate the perceptions of a high school student with a learning disability of one-on-one tutoring. Students with learning disabilities have lower academic confidence and self-efficacy than non-disabled students. One-on-one tutoring provides a context in which students with learning disabilities demonstrate behaviors associated with high academic self-efficacy. In this qualitative case study, interview data was analyzed to ascertain key elements of the tutoring relationship as perceived by the student. Findings indicated that having a personal connection, effective teaching strategies, and shared vulnerability central themes of the perception of the tutoring relationship. Relation of these themes to academic self-efficacy are discussed.