The purpose of this study was to examine university students’ instructional, social, cognitive presence in educational social networks and investigate the relationships of different forms of presence with achievement and self-regulation skills. The participants of the study were 43 female and 34 male students from a state university. The results indicated that students’ instructional and cognitive presence in the Google Classroom environment were higher than their social presence in the environment. As to gender, there was not a significant difference between the scores of male and female students. Students who were less experienced with technology showed higher levels instructional, social, and cognitive presence than their less-experienced peers. While instructional, social, and cognitive presences were positively correlated with self-regulation skills, there was no significant relationship between achievement and the three types of presence.