Asynchronous online learning provides students and instructors flexibility and convenience. However, a persistent concern regarding online learning is that it is inherently impersonal. The Community of Inquiry (CoI) theoretical framework, first introduced by Garrison et al. in 2000, incorporates social-constructivism principles to promote a sense of community and affinity amongst online learners and instructors. Teaching presence, a significant component within the CoI framework, includes all the various activities that instructors undertake in order to be "visible" to their students. This visibility connects the online community and enables the cognitive and social processes required for effective learning. While a significant body of research supports the importance of teaching presence for creating community and improving learning outcomes, little research has been conducted to understand the phenomenon from the faculty perspective. This qualitative phenomenological study sought to gain insight into college instructors' perceptions of their teaching presence. Eight full-time faculty were interviewed. An inductive thematic analysis procedure informed by Moustakas' (1994) phenomenological methodology and Braun and Clarke's (2006) applied thematic data analysis process was used. The instructors described developing their presence by showing themselves as real people and understanding their students individually, facilitating authentic interactions, using effective online pedagogy, monitoring student activity, and personalizing the learning experience. The results broadly support the existing literature showing that teaching presence is a critical element of online instruction that requires intentional efforts on the instructor's part. This study's conclusions also reiterate calls for additional support and pedagogical development for faculty transitioning from face-to-face to the online teaching environment. [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.]