University students' learning satisfaction is known to be positively correlated with self-efficacy for interaction with online learning. This study investigates whether autistic traits moderate the relationship between interaction self-efficacy in online learning and learning satisfaction. It also explores the role of anxiety in the relationship. Postgraduate students at the University of East London, U.K. (N = 112) completed an online survey in Spring 2021 which consisted of standardised measures for autistic trait, self-efficacy, learning satisfaction, and anxiety. Using a correlational, cross-sectional design, hierarchical multiple regression was followed by moderated multiple regression and path analysis. Findings suggest that self-efficacy predicts students' satisfaction with online learning, regardless of the presence or extent of autistic traits. Trait anxiety negatively affects self-efficacy in students who are high in autistic traits, with an indirect negative effect on learning satisfaction. This has implications for practice; interventions to increase students' self-efficacy in interaction within online learning will likely positively affect their learning satisfaction. Further, interventions to reduce, prevent or manage students' anxiety may also boost self-efficacy beliefs and satisfaction with online learning. This may be particularly important for students who are high in autistic traits, due to the high prevalence of anxiety in this group.