This study investigates community development in the online economics classroom through the presence of meaningful interaction within discussion board activities. The coding of discussion threads suggests that optimally restructuring discussion board activities lead to improved student-to-student interactions as evidenced by an increase in social and/or personal content, internal references, and personable/casual tone. In this study, restructuring discussions led students to express higher levels of procommunity agreement. This work provides further support that the formulation of discussion board structure is crucial in promoting meaningful interaction and community development that leads to improved outcomes in the online economics classroom.