The role of teaching presence in online courses has received significant attention within the Community of Inquiry (CoI) framework since Anderson, Rourke, Garrison, and Archer (2001) proposed a set of categories of teaching presence and a tool to assess them. However, there has been limited research addressing whether the instrument proposed by Anderson et al. can adequately capture differences in teaching presence between disciplines. This article describes a qualitatively driven, mixed-methods study to analyze how the teaching philosophy that permeated a graduate-level online nursing course determined the role of teaching presence in the course. The analysis resulted in a revised version of the original CoI taxonomy informed by the disciplinary underpinnings of the instructors' teaching philosophy in order to better capture teaching presence in this course. The study has important implications for online teaching beyond the discipline of nursing, as it demonstrates how disciplinary factors may influence teaching practices.