The present study aimed to explore the relationships between Taiwan university students' metacognitive awareness and their perceived teacher authority toward Internet-based learning environments.200 Taiwanese undergraduates' metacognitive awareness and their perceptions of teacher authority toward Internet learning environments were assessed by Metacognitive Awareness regarding Internet learning Inventory(MAII)and e-learning Teacher Authority Survey(e-TAS).The e-TAS instrument consists of three dimensions of teacher authority,including content authority,process authority,and intellectual authority.The MAII consists of four dimensions,namely,Reflective Thinking,Critical Judgment,Metacognitive Knowledge,and Metacognitive Regulations.The exploratory and confirmatory factor analysis were employed to ensure the validity and reliability of the e-TAS and MAII,and the stepwise regression analysis for MAII and e-TAS was utilized to understand how undergraduates' metacognitive awareness related to their perceptions of teacher authority under the context of Internet-based learning environments.The result of the research revealed that the e-TAS and MAII were two valid instruments to explore students' metacognitive awareness and perceived teacher authority toward Internet-based learning environments.In addition,“Autonomy” could make positive prediction for students' metacognitive awareness,indicating “Autonomy” play an important role in the Internet learning environment.That is to say,owning more opportunities to manage and control learning process could facilitate students to develop their metacognition.Therefore,teachers should give students more opportunities to learn independently and decide learning activities when implementing Internet-based instruction.