A causal comparative research design was utilized in this study to examine the relationship between international students' perceptions of teacher presence in the online learning environment and students' achievement as measured by end of course grades. Spearman's analysis indicated no statistically significant correlation between the composite teaching presence scores and end of course grades. Further analysis of the individual subscale teaching presence scores and end of course grades revealed no statistically significant correlations between instructional design and organization and end of course grades, or facilitation of discourse and end of course grades. Despite literature that suggests that teaching presence is one of the most important factors in building community in the classroom, the results of this study suggest otherwise.