The purpose of this qualitative descriptive study was to explore how online full-time faculty define, implement, and invest in social presence. Purposeful sampling was used to recruit 15 full-time online faculty participants at a private Christian university in the Southwest. The participants of this study met specific criterion, which included being full-time online faculty teaching undergraduate courses and having taught for two years. This study was supported by the theoretical framework of Lev Vygotsky and the theory of social development. The researcher focused explicitly on the construct of social presence literacy. Participants completed a semi-structured interview and focus group using Zoom videoconferencing. The researcher followed Braun and Clark's six-step process for inductive thematic analysis and used MAXQDA qualitative analysis software to organize and identify codes into subthemes, and themes. Data analysis resulted in nine themes addressing the phenomenon: (1) faculty interaction intensity, (2) creating community cohesion, (3) faculty knowledge and experience of social presence, (4) social presence implementation influence on instruction, (5) implementing technology and tools, (6) implementing immediacy through affective association, (7) faculty investment in social presence training, (8) instructor involvement in the online classroom, (9) chronemics impact on social presence investment. The researcher concluded that participants of this study acknowledged challenges and described social presence in online courses as a complicated process. Participants considered social presence holistically in the online classroom when sharing their definitions, implementation, and investment in training. [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/en-US/products/dissertations/individuals.shtml.]