This paper examines students’ Teaching presence in online one-to-one tutoring sessions guided by the Community of Inquiry framework. The Community of Inquiry is a framework for structuring and describing the process of a meaningful online educational experience through three interdependent elements, Teaching, Social, and Cognitive presence. The framework is widely recognized and utilized in online education, but the aspect of students’ involvement with Teaching presence has received limited attention. This study aims to address this gap by examining how students express Teaching presence in online tutoring sessions.  Using transcript coding, 66 tutoring conversations were analyzed, totaling 6,532 individual messages. The results are that 1,050 messages included students’ Teaching presence, demonstrating their active involvement in designing, facilitating, and directing the tutoring sessions. Students took responsibility for structuring the sessions, seeking feedback, reflecting on solutions, and clarifying misunderstandings. The findings also highlight the intertwined nature of Teaching presence and Cognitive presence, emphasizing the importance of students’ active engagement in the learning process.