This exploratory study examined the effect of a coaching and feedback intervention in teaching presence and social presence on higher-order thinking in an online community of inquiry. Coaching occurred before each chat, and feedback was provided immediately afterwards. The findings suggest that over time, the frequency of higher-order thinking will increase more in a group that receives coaching and feedback than in a group that does not receive coaching and feedback. In addition, the findings suggest that the Community of Inquiry framework has benefits beyond its use in course design, facilitation, and assessment to include serving as a guide to coaching. (Contains 3 tables and 1 figure.)