This mixed-method study explores how teacher presence (TP) and social presence (SP) relate to students’ feelings of challenge versus threat, self-efficacy, and motivation in virtual and blended courses. A total of 484 higher education students in Israel completed questionnaires and open-ended items regarding these constructs. Findings reveal that higher levels of TP and SP are positively associated with heightened perceptions of challenge, enhanced self-efficacy, and increased motivation across both course formats. Students reported similar patterns of these perceptions in online and blended environments, indicating consistent dynamics. The study recommends designing supportive learning environments that foster active learning communities, and urges further research to include instructors’ perspectives to better understand these mechanisms.