This study explores the combination of course structure, prompt type, and characteristics of discussion posts and their relationships with intersubjectivity. A content analysis measured the intersubjectivity of peer responses by analyzing the interaction analysis model (IAM) phase of each post and comparing with the IAM phase of the previous post. Results found that the type of discussion activity generated significant differences in levels of intersubjectivity. Some characteristics of the posts created higher IAM scores, providing clues for the emergence of intersubjectivity. Instructors desiring higher levels of intersubjectivity in discussion forums should consider the course structure and prompt type.