The growth of online education has created the need for online full-time faculty to understand teaching strategies to support effective teaching. Little research has examined the strategies of online full-time faculty regarding large classes. This qualitative descriptive study explored how 27 online full-time faculty described their teaching strategies and experiences when teaching large online classes for a university in the Southwestern united states. Garrison, Anderson, and Archer's community of inquiry model served as the lens through which to view the study. The theory was selected because of its connection and relevance to online teaching constructs. At the core of online learning, student and faculty need a space to form a community where the interaction of the three presences can represent the heart of teaching effectiveness. The researcher utilized Braun and Clarke's six-step process of thematic analysis for themes to emerge from interviews and a focus group interview. There were over 1,700 initial codes that summarized the meaning and significance within the data, revealing a tremendous amount of relevant data as to how online full-time faculty described their teaching strategies and experiences. Data analysis yielded five themes: (1) Feedback, (2) Instructor Presence, (3) Instructor Routine, (4) Communication Tools, and (5) Course Size Impacts. The findings of the study suggest that online full-time faculty implement specific strategies, such as using a variety of engagement strategies to be effective when teaching online classes. Such findings may be applied in universities that incorporate online learning as a teaching modality. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]