In this paper, we seek to understand how to foster an inclusive learning community in a social science remote course. Through student feedback, our retrospective reflections on our course design and teaching, and a literature review of effective strategies that promote inclusive learning environments, we highlight the importance of embedding meaningful interactions and carefully scaffolded motivation, engagement, and management strategies in online learning settings. We draw upon a tree metaphor to describe a process-oriented approach to fostering an inclusive learning community that illuminates the instructional conditions and practices necessary for a transformative learning experience in remote contexts.