Authorship construction is a still a problem in graduate programs. This fact led us to investigate the extent to which such construction can be stimulated by a virtual classroom. The study counted on the participation of students and instructors of a specialization course that had 60% of its total time on-line. Questionnaires and interviews were administed to the participants, and observations were made of the virtual learning environment. The results of the study were discussed in light of theoreticians who focused on authorship, such as Foucault (1992; 2004) and Bahktin (2002; 2003), as well as those who dealt with educational practices that favored it, such as Cassany (2004) and Palloff & Pratt (2002). The research revealed that authorship construction was especially evident in the discussion fÛrum and final assignment, which took the form of a business plan.