The relationship between quantity of instructor to student interactions in online, asynchronous, course-specific courses at the community college level is under-researched. This quantitative, correlational study examined the relationship between the weekly number of instructor-generated posts and two course outcomes within fully online history classes managed by one large, urban Texas community college district. Framed by CoI, the study utilized archival data spanning four academic terms to answer two research questions: to what degree, if any, is there a relationship between the weekly number of instructor-generated discussion posts and pass percentage rates in online history classes managed by one urban Texas community college district? To what degree, if any, is there a relationship between the weekly number of instructor-generated discussion posts and withdrawal percentage rates in online history classes managed by one urban Texas community college district? The sample contained 106 sections of History 1301 delivered via Blackboard LMS. Two data sources were collected; one showed total number of posts in the given sections, allowing calculation of a weekly mean value. The other showed course pass and withdrawal percentage rates for the sections. The presence and strength of correlation was analyzed using Pearson's. A positive, weak correlation was found between number of posts and pass percentage rates (r (104) = 0.32, p < 0.001). A negative, weak correlation was found between number of posts and withdrawal percentage rates (r (104) = -0.47, p = 0.001). This is noteworthy for community colleges focused on student retention. [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.]