The gender gap in mathematics achievement has been shown to cause a discrepancy for women in higher-earning mathematics and science-related professions. This study aimed to determine the relationship between high school students' perceptions of teacher support in their mathematics classes, gender, and academic success. A self-report instrument focused on students' perceptions of teacher support in their mathematics class and five open-ended questions focused on students' experiences based on gender were administered to 23 high school students at an online public charter school in Maine. The survey contained student perceptions of teacher support, teacher academic press, and self-reported engagement. Student outcome measures in mathematics achievement were measured during the fall semester, and student demographic variables were collected. The results, as measured by "Measure of Teacher Support and Student Engagement -- Student Report," found that students' perception of teacher support was not related to the student's biological sex and did not impact their mathematics achievement scores. The limitations of this study included the nature of student self-reports. Students may not have accurately answered the survey and open-ended questions. Students may have overreported how engaged they were in their mathematics classes. Students may have underestimated how much support they received in their mathematics classes. Future research should focus on the difference between binary-defined genders and non-binary genders. A student's perception of teacher support may differ based on identifying with a non-conforming gender. [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.]