Conducting graduate studies in an online program can be isolating for students. This qualitative case study explores the way one online doctoral cohort utilized a text-based communication channel to keep in touch and encourage each other throughout the dissertation writing and defense phase of their program. Using Social Presence Theory and Social Glue Theory as a framework to guide the analysis, evidence emerged to demonstrate that the participants viewed each other as real human beings and demonstrated social cohesion throughout their interactions in the chat. The results of this study demonstrate evidence of 12 different markers for social presence that exemplify social glue in action and strong group identity among members. Three key findings emerged through the analysis in this case: (a) social presence indicators that illustrate social glue, (b) patterns of interaction that illustrate social glue, and (c) examples of caring community among the members of the cohort that extend beyond their shared studies. This case study provides an example of the way true community can emerge within an online learning cohort that illustrates real care and concern among group members.