To become competent clinicians, nurse practitioner students must learn to think critically and interact effectively while applying advanced knowledge to complex situations. The Community of Inquiry framework is a prominent model guiding the design and assessment of online learning. In this study, the interrelated components of a Community of Inquiry—teaching, social, and cognitive presences—are analyzed in the context of four online nurse practitioner learning activities that used different teaching strategies to promote critical reflection and dialogue: asynchronous discussion; synchronous presentations; collaborative projects; and VoiceThread. The results of this analysis can assist nurse practitioner educators in developing high-quality online learning experiences.