Hybrid learning models in healthcare education often present challenges related to reduced cognitive and social presence. This study explores the impact of intentional grouping of students, using Learning and Study Strategies Inventory (LASSI) scores, on cognitive and social presence in a hybrid Doctor of Occupational Therapy program. Over four seven-week terms, students were grouped intentionally based on their LASSI scores, which measured anxiety, motivation, and test strategies. Quantitative data were collected using the Community of Inquiry survey, and qualitative data were gathered from open-ended questionnaires. Student responses revealed that consistent intentional grouping improved perceived work quality, time management, and relationship building. Students reported enhanced group dynamics and collaboration, though some faced challenges with group conflicts and intellectual stagnation due to familiarity. Preliminary survey data showed no significant difference in cognitive and social presence between intentional and random grouping. However, findings suggest that intentional grouping positively influenced the logistical and relational aspects of group work, warranting further research into optimizing group dynamics in hybrid learning environments.