The purpose of this qualitative descriptive study was to explore how secondary teachers describe the role that the elements of the community of inquiry framework (social, cognitive, and teaching presence) play in a virtual learning environment in a rural school district in South Carolina. The community of inquiry framework was used to guide the following research questions: How do secondary school teachers describe social presence in a virtual learning environment? How do secondary school teachers describe cognitive presence in a virtual learning environment? How do secondary school teachers describe teaching presence in a virtual learning environment? Purposive sampling yielded 23 secondary teachers from a rural school district in South Carolina. Data collection consists of semi-structured interviews and focus groups. Data analysis included thematic analysis with the use of codes based on the theoretical framework. Through thematic analysis, seven key themes were identified: (a) Secondary Teacher Approachability, (b) Secondary Teacher's Efforts to Create a Learning Community (c) Provide and Support Meaningful Learning Approaches (d) Encourage and Support Meaningful Student Learning Outcome, (e) Structured course design, (f) Secondary Teacher Support, (g) and Secondary Teacher Engagement. In conclusion, secondary school teachers were in agreement that the components of the community of inquiry framework, which included social, cognitive, and teaching presence, were effective in enabling teaching and learning in a virtual learning environment. [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.]