The Community of Inquiry Framework (Garrison, Anderson, & Archer, 2000) has been an important contribution to the online distance education field and has been useful in providing researchers with the construct of "teaching presence". Teaching presence as described by the framework provides insight into the types of interactions instructors make in online teaching, but is less useful in helping to understand the "why's" of instructors' interactive decisions. In this study, activity theory (Engestrom, 1999, 2001) was adopted as a theoretical framework to understand the "why's" of teaching presence, revealing a complex negotiation between instructors as subjects and the mediating components of the activity system. The article suggests that a shift to understanding teaching presence within a sociocultural perspective has important implications for teaching and design, as well as the methodologies inherent in the community of inquiry framework. A sociocultural definition of teaching presence is provided in attempt to provide a broader understanding of this construct. (Contains 4 footnotes, 3 tables, and 2 figures.)