This article is drawn from a dissertation (Holt, 2020) that describes, based on the teaching presence component of the community of inquiry (CoI) theoretical framework, the lived experiences of mathematics instructors while establishing teaching presence in online higher education mathematics courses. Teaching presence is necessary for achieving learning outcomes and student satisfaction. This article describes how mathematics instructors establish teaching presence in online higher education mathematics courses. The participants for this study were faculty members from a public university system. Data were collected from face-to-face and online mathematics course syllabi and in-depth, semistructured interviews. The interview data were subjected to a phenomenological analysis, and the syllabi were subjected to content analysis.