This mixed methods study compared the Community of Inquiry (CoI) presences and student performance between two course sections in a course -- HyFlex vs. online asynchronous. The CoI presences show participants' perception of three important elements -- teaching presence, social presence, and cognitive presence in a computer-mediated course (Garrison et al., 2000). The study compared two sections of the course. The HyFlex section provided students with the option of three participation modes when accessing the course. At any time during the semester -and without any advanced notification to the instructors-, students could participate in class in-person, online synchronous, and online asynchronous. The online asynchronous section was a traditional online course. This study used a pretest-posttest nonequivalent control group design (Jhangiani et al., 2020). Research Question 1 was "Did community college students in a HyFlex section perform better than students in an asynchronous online section?". Research Question 2 was "Did community college students in a HyFlex section perceive greater degrees of teaching presence, social presence, and cognitive presence than students in an asynchronous online section?". A pretest and posttest were administered to the participants to compare student performance in the HyFlex and online asynchronous sections of the course. The qualitative part of the design allowed participants to answer open-ended questions about their experiences in their section of the course. A total of 38 students were enrolled in two sections of the course. Of the 38 students in the course, a total of 28 students agreed to participate in the study. Eighteen participants were in the online asynchronous section and 10 students were in the HyFlex section of the course. In quantitative analysis, the study's independent variable was course format with two levels: HyFlex and online asynchronous. The dependent variable for Research Question 1 was student performance based on scores of pretest and posttest. For Research Question 2, the dependent variable was the perception of teaching presence, social presence, and cognitive presence measured using the CoI survey. The results indicated there was a difference in Unit Test 1 in favor of the HyFlex section. Zeros from failure to take the unit test was the difference. There was no significant difference in any of the other unit tests. Both groups improved from pretest to posttest. However, there was no difference in the posttest between the groups. A significant difference was found in the subscale teaching presence -- design and organization where the online asynchronous section scored higher than the HyFlex section. There was a significant difference in the subscale social presence -- open communication where the HyFlex section scored higher than the online asynchronous section. There was also a significant difference in the subscale cognitive presence -- exploration where the HyFlex section scored higher than the online asynchronous section. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]