This study investigated the factors that can predict college students’ satisfaction and perceived learning in the online learning environment, namely self-efficacy in online learning, learner-content interaction, learner-instructor interaction, and learner-instructor interaction. The study consisted of 145 students. The survey employed six different measures: (1) OLSE, (2) LCI, (3) LI, (4) LI, (5) Student Satisfaction, and (6) Perceived Learning. The regression results of the model with perceived learning as a dependent variable confirmed that the entire model with three independent interaction variables (LCI, LII, and LLI) predicted statistically significantly perceived learning. According to hierarchical regression using student satisfaction as a dependent variable, a model with OLSE added to the original model of independent variables related to the three interactions was significant. A hierarchical regression with perceived learning as a dependent variable revealed that a model added OLSE to the original model of the three interaction-related independent variables was significant. The results of this study demonstrated that OLSE, LII, and LLI in online classes are important factors in student satisfaction and perceived learning.