Communication between the students and faculty is essential much more during the remote learning setup where the absence of physical interaction hinders one from making observations of the other’s conditions. Knowing the students’ conditions, especially during these trying times, helps the faculty manage the course effectively and efficiently and assist them with their needs. It is when students disclose that this would be possible. Using qualitative exploratory research, the study explored the process of student disclosure of MHCs to a faculty in the context of computer-mediated communication. Guided by the Communication Privacy Management Theory of Sandra Petronio and the Hyperpersonal Model of Joseph Walther, the study involved nine (9) students and three (3) faculty members in the focus group discussion and key informant interview, respectively. The study was conducted during the pandemic, hence, the limitations on the number of participants. The study used a thematic analysis to identify recurring codes and themes from the responses of the student participants. Results showed that students’ privacy rules and privacy boundary coordination with the faculty influence (non)disclosure of MHCs to the latter. Culture, motivation, context, and risk/benefit ratio are the criteria that influence their privacy rules. Meanwhile, students perceive their relationship with faculty as formal, thus, affecting the way they communicate with the latter. Moreover, the study revealed that students’ impressions of communicating with faculty in the CMC context are enhanced through experiences.