In every course, instructors expect students to learn; therefore, we attempt to be present for learners, and provide enriched learning environments which nurture this learning. However, in online courses developing such environments can be more difficult (or, at the very least, may come less naturally and require more conscious effort on the part of the instructor) and student performance can suffer when compared to on-campus versions of the same course. An important source of this discrepancy might be the reduction in presence, broadly-defined. As such, increasing presence in online courses may eliminate this disparity. In the present study, an instructor created her online introductory psychology course in a manner that increased her presence, more closely approximating that of traditional courses, and confirmed this prediction.