Online learning in higher education offers a variety of options to meet the needs of students. Asynchronous online learning, in particular, provides flexibility, yet frequently falls short in terms of opportunity for encouraging connections between students when compared to traditional face-to-face educational experiences. Studies have determined that a lack of interpersonal connections can contribute to feelings of loneliness and isolation, which may affect student persistence, and reduce satisfaction with online learning experiences. This qualitative case study explored the impact of two required student-to-student relationship development activities on student experiences in an asynchronous online learning environment (AOLE). In-depth analysis resulted in two overarching themes as key features of participant experiences in RCJ3000. These included relational factors and peer factors. Relational factors comprised the interpersonal and social domains of peer connections, engagement, and communication. Peer factors included the interactions between peer students through the two required course activities and included social support, perspectives, and collaborative skills. The findings revealed that the Get to Know a Classmate Activity (GTKAC) may serve as a supportive element for many students in AOLEs. A supportive element might be characterized by two features: (1) meeting, conversing with, and learning about a peer student, and/or (2) fostering a sense of social presence and support throughout the semester. The results from thematic analysis seemed to indicate that participants' experiences in RCJ3000 were further impacted through the: (1) relational factors of engagement, peer connections, and communication, and (2) the peer factor of social support. Data indicated that the GTKAC activity may help reduce the gap between social interactions characteristic of face-to-face learning contexts and the often isolating spaces of online learning. By highlighting the importance of promoting peer relationships in AOLEs, this study may contribute to enhancing engagement and social support. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]