The research aimed to reveal the impact of the teacher's presence in three forms (identified participant - anonymous participant - anonymous non-participant) in synchronous e-discussions based on virtual teams on the quality of discussions, achievement, participation, motivation of students, and their perceptions about each of synchronous e-discussions, and teacher's presence. The research sample was divided into three experimental groups, where the professor of the course (the researcher) appeared in the discussions of the first experimental group with a known identity. In the second experimental group, the teacher appeared with an anonymous participant. In contrast, an unknown non-participant appeared in the discussions of the third experimental group in eight e-discussions based on virtual teams. The research tools were quality of discussion measurement, achievement test, participation scale, motivation scale, and two questionnaires to measure students' perceptions of synchronous e-discussions and teacher presence. The results favored the first group, and the results also confirmed the positive students' perceptions about the importance of the teacher's presence in synchronous e-discussions.