Interaction has been shown to be a key component to the success of online and blended learning, so it is crucial to understand how teachers and students perceive the interaction taking place in online and blended K-12 courses. The following study is part of a larger study of the effectiveness and evaluation of the New York State Virtual AP Program, which used a mixed-methods approach to understand the implementation of online and blended AP courses throughout districts across New York State. Grantees of the Virtual AP program included large individual districts, small individual districts, BOCES, and BOCES consortia, which combined to offer courses in a broad region of the state. Within that study, we conducted focus group interviews with students and teachers to inquire into the interaction experiences of both groups of stakeholders. I analyzed the transcripts of those focus group interviews using a qualitative content analysis coding and analysis process. Results show that students and teachers had very different perceptions of the quality and frequency of interaction within the Virtual AP courses, with teachers largely having a positive outlook on the interaction within the courses, and students having a prevailingly negative view of the interaction between students and teachers in the course. I discuss the significance of the findings in this study using the community of inquiry framework, focusing specifically on the teaching and social presence within the courses. In both cases, students reported that there was less community and less teacher guidance than was desirable for them, while teachers either reported that the opposite was true or expressed their thoughts in alternate ways. Though this study is limited in a number of ways, results of this qualitative content analysis coding scheme shows that we can do more to communicate both the expectations and the process of communication between students and teachers in online and blended coursework, especially at the K-12 level. I also suggest one possible revision to the community of inquiry framework based on the results of this study. [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.]