The methodology implemented by the teacher in the virtual teaching modality is treated as a dynamic that favors improvements in the comprehensive training of students and at the same time offers support to teachers to carry out the development and monitoring of learning. The objective of the present study is to analyze the teaching methodology in the virtual modality and its influence on autonomous learning in students of the Department of Special Education of the Faculty of Pedagogy and Special Education of the Specialized University of the Americas, Extension of Veraguas, to determine if the methodology used by the teacher in teaching in the virtual modality influences the autonomous learning of the students. The research that has been developed is of a descriptive explanatory cross-sectional type, with a non experimental or observational design, through a sample of 218 students taken from a random proportional stratified statistical sampling of the student population of the Bachelor's Degrees in Special Education, Early Stimulation and Family Guidance and Learning Difficulties; in addition to 23 teachers who attend the different careers of the department under study, using simple sampling. Through simple linear regression analysis, to establish the degree of association that exists between virtual teaching and autonomous learning; It was found that the global significance of the model was significant (denoted by the critical value of F 3.99E-12 < 0.05), likewise the coefficients of the intercept and the virtual modality variable were significant at 1% and 5%. Using the correlation coefficient (R = 0.447383) it was established that there is moderate correlation explained in 20% by the determination coefficient (Rˆ2 = 0.200152).