This quantitative, non-experimental, correlational study, grounded in the theoretical framework of the Community of Inquiry Theory, examined the categories of each presence in the Community of Inquiry (CoI) framework to (1) determine which categories reveal a statistically significant relationship with student satisfaction, (2)identify which category of each presence demonstrates the strongest statistically significant relationship with student satisfaction, and (3) develop a predictive model using the three categories representing each presence to explain the influence on student satisfaction in an online course. The non-probability convenience sample included undergraduate students (n=507) taking online classes at a private, nontraditional university in the Southwestern region of the United States. The CoI survey and a modified version of the Student Satisfaction Survey were used as the survey instruments for this study. Results of Pearson's correlation coefficient revealed statistically significant positive correlations between all categories of the CoI framework and general student satisfaction, finding that facilitation had the greatest relationship of the components of teaching presence (r = 0.614, p < 0.001), open communication for social presence (r = 0.576, p < 0.001), and resolution for cognitive presence (r = 0.602, p < 0.001). Multiple regression analysis provided an equation to predict student satisfaction in an online class using the three categories identified through the research as having the strongest relationship with student satisfaction. [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.]