The purpose of this study was to analyze, categorize, and critique actual responses to expressed student confusion and frustration with online courses. Samplings of actual student messages from two courses were used to frame instructor responses, as well as a focus group survey of current college students. The focus of the study was the instructor's responses to these student messages. The researchers utilized a narrative perspective for categorizing the instructor's responses. This approach allowed for a broad perspective for categorizing and critiquing the rhetorical prudence of the instructor's responses. The researchers added to the credibility of the categories of responses by asking non-class members what they thought of the instructor's responses. Finally, suggestions for communicating instructor care and concern online are included. Contains 10 references. An appendix contains the survey for the focus group. (Author/RS)