This study used a self-report survey to investigate the sense of classroom community in an online community college classroom. The study also aimed to investigate the relationship between classroom community and academic performance. The author administered a 40-item questionnaire either directly or via the course web site three times during the semester. College Algebra and Statistics courses of the same number and taught by the same instructor were used. Surveys were administered to 305 students in face-to-face courses; 81% (248) met criteria for statistical analysis. A total of 111 of the 140 (79%) students taking online courses returned surveys, and of those 111, 73 (79%) met criteria for statistical analysis. Research was conducted at Tidewater Community College, Virginia, an urban community college with over 18,000 students. The study examined how an overall sense of community differed between students who ultimately drop out and those who do not, as well as whether or not age affected sense of classroom community. The study found that the face-to-face group experienced stronger feelings of spirit, trust, and interaction than the online group. No significant relationship was found between sense of community and course grade. Research instrument appended. Contains 120 references. (NB)