This qualitative study utilized one-to-one interviews and a focus group to examine how elementary teachers developed elements of the Community of Inquiry (CoI) in their remote learning environments during the spring of 2020. The elements investigated, the social presence, the cognitive presence and the teaching presence, were situated in the unique context of crisis remote learning during the COVID-19 pandemic and were based on a theoretical framework and conceptual guide to online and blended learning. In each of the three presences, technology tools, teacher strategies and student activities were cultivated through the use of original coding schemes from the development of the CoI and applying them to elementary teacher perceptions of their remote learning experiences in a Midwestern school district. Practical implications brought about by the findings consider how online learning may be reshaped in the future, how remote learning was transformed during the crisis through continuous improvement and how reflection through a proven framework was applied to this specific situation. The discussion of the results also highlights how qualitative research serves to preserve the voices of teachers living through these events and the significance of the study in the application of the CoI in K-12 settings. The findings illustrate the need for discrete professional development in the elements of the CoI and the need for further research into the application of the CoI to elementary learning and crisis learning. Additional coding schemes identifying elements of the CoI specific to this situation are also proposed. [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.]