This research was conducted in an attempt to examine online learning satisfaction (OLS) level of the pre-service teachers and the influence of antecedents including computer anxiety (CA), internet anxiety (IA), online course anxiety (OCA), internet self-efficacy (ISE) and transactions including learner-instructor interaction (LII), learner-content interaction (LCI) and learnerlearner interaction (LLI) on one outcome of online learning process, OLS. We employed an exploratory survey, which can be used to investigate the relationship between certain variables. The sample included 710 pre-service teachers from different departments studying at two public universities located in the eastern part of Turkey. Data were collected through "Technological Anxiety and Satisfaction Scale", "Internet Self-efficacy Sub-scale" and "The Online Self-regulation Questionnaire (OSRQ) in Three Types of Interaction". Descriptive statistics and multiple regression analysis (MLR) were used to analyze the data. The findings indicated low OLS based on the perceptions of this sample of pre-service teachers. Further analysis through MLR revealed a significant negative relationship between OCA and OLS, while the other predictors were insignificant. As the significant predictor explained 14% of the variance in the outcome variable, more comprehensive research was suggested to find out the unexplained predictors of the outcome. The administrators are suggested to provide the instructors with professional guidance with the help of the experts who can provide successful online course implementations.