The community of inquiry (CoI) framework is commonly used to study online learners' engagement and satisfaction. However, few studies have examined CoI's ability to predict online undergraduate students' end-of-course grades. The purpose of this quantitative hierarchical multiple regression study was to determine the ability of the CoI framework to predict online undergraduate students' end-of-course grades at a private liberal arts university in the southeastern United States. Convenience sampling collected CoI survey responses from 92 undergraduates in Summer 2022 online courses. A hierarchical multiple regression analyzed CoI constructs (i.e., social, teaching, and cognitive presence) to determine predictive validity on end-of-course grades, controlling for demographics. Contrary to many studies, no CoI subscale meaningfully impacted grades. Previous studies found that teaching and cognitive presences were significant predictors of students' satisfaction in online undergraduate business courses (Choo et al., 2020); a positive correlation between learning engagement and perceived learning satisfaction in an online clinical nursing course designed using the CoI framework (Chan et al., 2021); and students with a higher perceived social presence, cognitive presence, and teaching presence had higher-level course grades (Rockinson-Szapkiw et al., 2016). The results align with critiques of CoI that suggest it better serves as a framework than a driver of student learning. The study results have implications for educators and universities, including the need for intentionality in designing online learning opportunities and the importance of determining what factors impact student achievement in online courses. Further research examining the predictive nature of the CoI framework on final grades is recommended. [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.]