The demand for virtual learning environments in K-12 educational systems has grown exponentially in the past twenty years. The need for model K-12 learning environments became evident when the Covid-19 global pandemic caused an unparalleled closure to in-person learning environments that sent traditional school settings on a tailspin trying to implement online teaching and learning options for students across the globe. With many of the school districts maintaining virtual learning options at the end of the pandemic, this study has the potential to have lasting implications on the development and design of learning management system, curriculum, and the facilitation of educational resources. In addition, educational leaders have the responsibility to define expectations for both teacher and student roles in the online learning platform. The purpose of this study is to identify characteristics of Teaching Presence and Social Presence in a virtual learning environment and correlate those characteristics with the significance it has on students to gain strategic control over knowledge authority. Choosing an established virtual learning environment was imperative to the outcomes of this study to have the greatest impact on systemic planning for the learning management design, content development, and course facilitation. In a K-12 virtual learning environment where there are both asynchronous and synchronous learning activities, it is important to recognize that oversight in both types of activities is warranted. Through curriculum design and lesson development students can actively participate in asynchronous work that creates opportunity for collaborative learning and student-to-student discourse. Educational leaders in the school setting can align synchronous learning for students to engage in learning activities that improves communication and creates opportunities for students to socialize while engaging in higher order learning activities. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]