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In this qualitative case study, the researcher follows up on a previous study on community in an online program. Focusing on faculty perspectives, findings suggest that while online students’ sense of community was influenced by their interactions in class, in study groups, and at in-person social events, online faculty saw their role in cultivating community as limited to the classroom. Professional and personal obligations as well as the academic reward structure also limited faculty engagement in the online community.  Findings have implications for developing distance programs that support both student and faculty needs.