This exploratory, mixed-methods case study utilized the Community of Inquiry (CoI) framework to survey and interview community college students' reports of classroom community in the synchronous online classroom. Quantitative data was collected through electronic survey and nine students, who were taking a variety of courses, participated in semi structured interviews. Community college students reported their learning in online synchronous online class was connected to widening their world view and career aspirations. For these students, the classroom environment was characterized by being in a virtual classroom space in which they were able to easily receive feedback from their instructor. Finally, students reported limited peer-to-peer communication, brainstorming, or reflection. Recommendation for practice included professional development on active learning strategies for synchronous online teaching. Utilizing the ever-evolving technology in a seamless and supportive complement to the course to encourage discourse and active engagement in the content. Future qualitative research might include interviewing faculty members to understand how they encourage student-to-student interaction within a mediated space. [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.]