Communication, motivation, time management, rules and behavior management, plan program activities and physical order are important in the management of virtual classrooms, as they are in the management of traditional classrooms. On the other hand, “sense of classroom community” in online learning environment is classified with connectedness and learning dimensions. Hence, both constructs are crucial for virtual classrooms, the aim of the study was to examine the relationship between classroom management and sense of classroom community. The research design of the study was correlational survey design in quantitative research paradigm. The population of the study consisted of 524 graduate students enrolled in distance education non-thesis master degree programs in one of the university in Central Anatolia Region of Turkey. The sample of the study consisted of 224 graduate students determined by using random sampling technique. The data were collected via Classroom Management Scale and Classroom Community Scale. The findings of the study revealed that leadership and instructional planning and implementation dimensions of classroom management predicted connectedness dimension of classroom community positively while leadership and instructional planning and implementation, organization and communication of classroom management predicted learning dimension of classroom community. The findings of the study provided useful information in designing virtual classrooms and increasing student satisfaction.