The purpose of this research is to know: 1) Students’ perspectives of three presence on online learning experience; teaching, social, and cognitive, 2) Factor internal and external influencing students’ perspectives on online learning experience. The design of this research used qualitative approach using case study method. There are two items of instruments, documents, and interviews. The data was taken from documents that are students’ transcript scores in third semester in the academic years 2020/2021 at the English Department Mulawarman University. After collecting transcripts, the researcher took three students with the highest, middle, and lowest scores had to do an interview, then, there were nine questions of the interview guide. The first result of this research showed the majority of students had a negative perspective of teaching presence in online learning, the students felt the communication with instructors was lacking, in terms of learning interaction, assignment instructions, late feedback and response from the instructor. The second result of this research showed the majority of students had a positive perspective of social presence in online learning, the studentsfelt collaboration with other students was seen as both necessary and beneficial. The one negative perspective in social presence showed majority of students faced network problems and error devices when participating online learning. The third result of this research showed the majority of students had a negative perspective of cognitive presence in online learning, the students have a low sense of curiosity and lack of understanding of the material. The fourth results of this research showed external factors that influencing students’ perspectives on online learning, e.g, an unclear course instructions, delayed feedback and response, network problems and error devices, and distraction from home in terms of not conducive situations at home. Then, internal factors that influencing students’ perspectives on online learning, e.g, the student with the highest score showed asindependent learner that has control of her learning and less cooperative in terms of unable to work together; the student with the middle score showed able to learn online while working and depends on friends about the information assignments and materials; the student with the lowest score showed have a lack of focus when learning online including difficulty understand the material, comfortable interact with friends regarding the material explanations and a lack of time management.