Presence in online classrooms has been linked to immediacy behaviors, instructor-student interaction, and participation. Research shows that presence can be managed and sustained, but little documentation exists about perceptions of the meaning of presence. An interview-based qualitative inquiry of three online instructors was conducted to discover how faculty create, promote, and sustain online presence. Results suggest that presence is an individual matter, linked to the teaching style, content delivery, and established patterns of instructor-student feedback. (Contains 1 table.)