American Jesuit colleges and universities, long a bastion of traditional classroom-based education, have recently begun to embrace the online course delivery method. There exists a lack of research on the learning communities that develop within these online courses taught at Jesuit institutions. This study examines how these learning communities develop, how they compare to the development of learning communities within the physical classroom, and the connection that they have to Jesuit pedagogy and educational tradition, all through the perspective of faculty who teach these courses. Ten faculty members from nine different Jesuit universities around the United States were selected to participate in this phenomenological study, and were asked a series of eight interview questions over the phone about their perceptions of the online learning community, the differences they see in the traditional and online methods of course delivery, and the influence of the Jesuit educational mission and tradition on the learning community. The professional experience of the participants is diverse, but at the time of the interview, each of the participants had experience teaching in both the virtual and physical classrooms within the previous 18 months.