The purpose of this current study is to identify any differences of the perceptions and satisfaction of the pre-service elementary English teachers with respect to a synchronous Metaverse-based English instruction and an asynchronous LMS-based one. To figure out the answers of the given research questions, a total of 54 student-English teachers enrolled at the national university of education participated in the 4-week case study, and a pre-and post survey was distributed to analyze their perspectives. After divided into 2 groups, an experimental group took a course in a synchronous Gather.town-based instruction format, whereas the other control group had an asynchronous LMS-based lecture with pre-recorded weekly instruction clips and lecture notes. The results showed that there was a positive improvement both in the perceptions and satisfaction degree in an experimental group taking a Metaverse-based learning as opposed to the control group, and there was also a significant difference in both factors. To sum up, it was clear that a Metaverse-based learning experience has a potential to help English language learners and English teachers to achieve a learning goal by escalating motivation and interest for learning. Lastly, some educational suggestions and research limitations are also addressed.