The purpose of this study was to determine if a difference existed in students' perceptions of teaching presence and social presence between the online and traditional face-to-face learning environments as defined by the Community of Inquiry (CoI) survey. A quantitative causal-comparative study design was used to survey students at a Midwest community college in the United States who had completed College 101 online or face-to-face. A total of 183 students completed the survey. The findings support prior research that an equally strong teaching presence and social presence can be achieved in the online learning environment. Practical implications and recommendations for future research are addressed.