The purpose of this qualitative descriptive study was to explore how instructors at community colleges in the United States described instructor social presence developed through their use of video communication in their online classroom for interactions for learning, socialization of content, community development, and the overall learning experience. The conceptual framework underpinning the study was a revision of the Community of Inquiry framework that was proposed by Armellini and De Stefani. Four research questions in this study asked how instructors at community colleges in the United States describe instructor social presence developed through their use of video communication in their online classroom for interactions for learning, socialization of content, community development, and the overall learning experience. The study method was qualitative, and the design was descriptive to create a full description of the phenomenon. The study had two data sources that included a researcher-generated questionnaire and semi-structured interviews. The analysis included descriptive statistics and a thematic analysis based on the conceptual framework. Practical implications from the findings indicate that college administrators need to review policy development regarding support for instructors in their online instructional efforts related to video creation. Future research recommendations include developing a measure of video effectiveness and determining characteristics of instructors who have students who actively participate in the online classroom. [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.]